Exploring the effect of online collaborative learning on students` scientific understanding

Abstract

This study explored the impact of online collaborative learning on students` understanding of the nature of scientific theory. The participants consist of 52 college students who attended a course titled "Introduction to Nature Science". Data sources came from (1) a pre-post survey that assesses students` understanding of the nature of scientific theory, and (2) students` online interactions. Findings indicate that after engaging in online collaborative learning for a semester, students demonstrated a more informed understanding of the nature of scientific theory. © ISLS.