Online science classroom collaborations: a comparison of domestic and international learning communities
2010
Students' views of their online collaboration and samples of scientific writing were studied within a principal contrast of U.S. students in domestic or international class partnerships. Results show that U.S. students in international partnerships maintained a higher level of excitement about their partnership and wrote a larger number of accurate scientific claims using more evidence and certain discourse components. Findings from this study have implications for further research and classroom practice.
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