The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families
This study examined the effects of guided elaboration on students' learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on this feedback. It was expected that
students in the experimental (elaboration) programme would show better learning gains and that students from immigrant families would especially benefit. Two hundred primary school students of 9 different schools participated. The research can be characterized as a quasi-experimental study
with a pre-test, post-test, control group design. In a multilevel regression analysis, no main effect of the intervention was found. However, there was a significant differential effect of the intervention; students from immigrant families in the experimental programme outperformed their counterparts
in the control group. It can be concluded that guided elaboration in a CSCL programme through feedback and reflection is a promising approach.
Keywords: CSCL; outcomes; participation
Document Type: Research Article
Affiliations: 1: Utrecht University, Utrecht, The Netherlands 2: VU University, Amsterdam, The Netherlands 3: University of Amsterdam, Amsterdam, The Netherlands
Publication date: 01 January 2013
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