The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

Autor/inn/en	Chen, Juanjuan; Wang, Minhong; Kirschner, Paul A.; Tsai, Chin-Chung
Titel	The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis
Quelle	In: Review of Educational Research, 88 (2018) 6, S.799-843 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Minhong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654318791584
Schlagwörter	Meta Analysis; Computer Assisted Instruction; Cooperative Learning; Teaching Methods; Student Attitudes; Skill Development; Interpersonal Communication; Instructional Effectiveness; Knowledge Level; Computer Simulation; Computer Mediated Communication; Outcomes of Education; Graphs; Visual Aids; Multimedia Instruction; Control Groups; Learning Processes + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kommunikation; Unterrichtserfolg; Wissensbasis; Computergrafik; Computersimulation; Computerkonferenz; Lernleistung; Schulerfolg; Grafische Darstellung; Anschauungsmaterial; Multimediales Lernen; Learning process; Lernprozess
Abstract	This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of computers, and (3) the use of extra learning environments or tools, or supporting strategies in CSCL. In this analysis, 425 empirical studies published between 2000 and 2016 were extracted and coded, and these generated the following findings. First, the collaboration had significant positive effects on knowledge gain (ES [effect size] = 0.42), skill acquisition (ES = 0.64), and student perceptions (ES = 0.38) in computer-based learning conditions. Second, computer use led to positive effects on knowledge gain (ES = 0.45), skill acquisition (ES = 0.53), student perceptions (ES = 0.51), group task performance (ES = 0.89), and social interaction (ES = 0.57) in collaborative learning contexts. Third, the use of extra learning environments or tools produced a medium effect for knowledge gain (ES = 0.55), and supporting strategies resulted in an ES of 0.38 for knowledge gain. Several study features were analyzed as potential moderators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01