CSCL initiatives have produced sustainable educational change at classroom, school, and school-system levels¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Hod et al. argue that major CSCL initiatives have produced sustainable change at three levels—classroom microstructures, schools, and school systems—and that design-centric research practice partnerships will continue to do so. → Sten Ludvigsen 2018

Evidence¶

Sten Ludvigsen 2018¶

Sten Ludvigsen, Ulrike Cress, Carolyn P. Rosé, Nancy Law, & Gerry Stahl. (2018). Developing understanding beyond the given knowledge and new methodologies for analyses in CSCL. International Journal of Computer-Supported Collaborative Learning, 13, 359–364. https://doi.org/10.1007/s11412-018-9291-0

q1 · i? · theoretical · r1

The editorial reports this as Hod et al.'s response to the Wise and Schwarz provocation about CSCL's impact on educational change; the editorial offers no independent evidence, attributing the argument to the squib authors.

"They emphasize that some major CSCL initiatives have actually produced sustainable change at the three mentioned levels, and the design-centric research practice partnership model will continue to do so in the coming years."

Discussion¶

Related Claims¶

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