Two empirical studies of computer-supported collaborative learning in science: methodological and affective implications

In this paper the results and implications of two studies of computer-supported collaborative learning are presented and implications discussed. The first study was an experimental study in a British secondary school, while the second study followed a group of primary school children in a naturalistic context. Assessing learning situations is discussed with an emphasis on the affective factors. The differences between the products, the interactions and the outcomes of learning situations are discussed along with the research methodology. There is an emphasis on preand post-testing, naturalistic and experimental studies and time-based analyses.