GENDER & CSCL EXPLORING THE RELATION OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING (CSCL) AND GENDER BIAS IN RESEARCH AND PRACTICE

Achieving gender equity in education is an essential UN sustainable development goal. However, it is unclear which aspects of gender are important to consider in research findings and how to interpret findings in the context of gender stereotypes and biases. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim to share and co-construct knowledge (Stahl, 2006). In addition to cognitive learning gains, the literature reports that CSCL can have social and psychological benefits, such as fostering positive interpersonal relationships and increased understanding of equity and diversity (Dillenbourg, 1999; Cress et al., 2021). In order to elaborate on the assumed potential of CSCL to support equity and diversity goals in education, this thesis focuses on the role of gender in CSCL research and practice. While previous studies have investigated gender differences in computer-supported collaborative learning (CSCL), there exists a dearth of research specifically addressing what role gender actually plays for learning in CSCL. Also, potential gender biases in CSCL research methodologies and their implications for CSCL practice have not been explored.The main goals of thesis are to inform educational practice in CSCL with recommendations for pedagogical and technical measures to create a more gender equity and inclusive education. Additionally, we aim to contribute empirically to the theoretical discussion on gender conceptualisations in research by applying socio-constructivist methodologies to understand the role of gender and gender diversity in CSCL. We also present alternative methods for assessing gender, gender diversity, and gender bias in CSCL research.