Computer-Supported Collaborative Learning in STEM Domains:  Towards a Meta-synthesis

Hmelo‐Silver, Cindy E.; Jeong, Heisawn; Faulkner, Roosevelt; Hartley, Kylie A.

doi:10.24251/hicss.2017.251

Cited by 9 publications

(5 citation statements)

References 38 publications

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“…In the mix-gender major, Table 5 shows that women in mixed-group CL classes in biology major demonstrated negative attitudes compared to single-gender classes. These findings are similar to what is resulted in nonmajor biology, which is consistent with the meta-analysis done by Hmelo-Silver (2017), where he mentioned that mixed gender grouping might affect women negatively in STEM domains [124]. Zeid and El-Bahey (2011) found that both genders' overall course performance has improved by changing the software engineering classroom composition from a mixed to a single-gender classroom in a Gulf Cooperation Council (GCC) country [125].…”

Section: Pedagogical Effect On Attitudes On Major Mix-gender Groups Learningsupporting

confidence: 90%

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Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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Section: Pedagogical Effect On Attitudes On Major Mix-gender Groups Learningsupporting

confidence: 90%

“…the students were assessed on how worried or nervous they are when being assessed in biology. Assessing student's anxiety towards biology is essential as it is found to influence the students' grades and confidence in a subject, thereby affecting the attitude towards it [123][124][125].…”

Section: Career Motivationmentioning

confidence: 99%

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

et al. 2021

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“…Our assumption was that the most recent years (at the time of our study) would represent the most current thinking and a broader international research community. We did not look at what researchers did with the coding schemes and how well they addressed their research questions, as that was outside the scope of this research (Jeong et al , 2014; Jeong and Hmelo-Silver, 2015; Hmelo-Silver et al , 2017 for CSCL syntheses that address some of these questions).…”

Section: Discussionmentioning

confidence: 99%

Coding schemes as lenses on collaborative learning

Chen

Andrews

Hmelo‐Silver

et al. 2019

ILS

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Purpose Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various conceptual frameworks toward a comprehensive understanding of CSCL. However, as the definition of CSCL is varied and contextualized, it is critical to develop a shared understanding of collaboration and common definitions for the metrics that are used. The purpose of this research is to present a synthesis that focuses explicitly on the types and features of coding schemes that are used as analytic tools for CSCL. Design/methodology/approach This research collected coding schemes from researchers with diverse backgrounds who participated in a series of workshops on collaborative learning and adaptive support in CSCL, as well as coding schemes from recent volumes of the International Journal of Computer-Supported Collaborative learning (ijCSCL). Each original coding scheme was reviewed to generate an empirically grounded framework that reflects collaborative learning models. Findings The analysis generated 13 categories, which were further classified into three domains: cognitive, social and integrated. Most coding schemes contained categories in the cognitive and integrated domains. Practical implications This synthesized coding scheme could be used as a toolkit for researchers to pay attention to the multiple and complex dimensions of collaborative learning and for developing a shared language of collaborative learning. Originality/value By analyzing a set of coding schemes, the authors highlight what CSCL researchers find important by making these implicit understandings of collaborative learning visible and by proposing a common language for researchers across disciplines to communicate by referencing a synthesized framework.

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“…Collaborative learning is considered as significant for promoting various methods of learning, especially Problem-based learning, and STEM education. Cindy has found that collaborative learning has an important role to support STEM in education (Hmelo-silver et al, 2017). Similarly, Lynch designed the robotic collaborative learning through method of STEM (Lynch, 2016).…”

Section: Stem and Collaborative Learningmentioning

confidence: 99%

Effects of a collaborative STEM-based orientation approach on senior high-school students' creativity and operacy

Wongwatkit

Grosseau

Watthana

et al. 2021

IJMLO

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In 21st century, innovation capabilities become essential for the engineering students. To achieve that, creativity and operacy are strongly required and to be promoted throughout the study program. During the school orientation, it is a perfect time frame to not only make them familiar with the new learning context but also provide them a series of programs that help promote their creativity and operacy with new friends. Based on this perspective, this study proposes a novel school orientation approach which integrates the benefits of STEM and collaborative learning through a series of training and group learning processes. Meanwhile, mobile devices and applications are used to facilitate this collaboration. To investigate the effects of this approach on creativity and operacy, the experiment has been conducted during the orientation days with all newcomers. The results finally reveal that the proposed orientation approach could promote students' creativity and operacy in different aspects.

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Computer-Supported Collaborative Learning in STEM Domains: Towards a Meta-synthesis

Abstract: Abstract

Cited by 9 publications

References 38 publications

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment

Coding schemes as lenses on collaborative learning

Effects of a collaborative STEM-based orientation approach on senior high-school students' creativity and operacy

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