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

By Juanjuan Chen, Minhong Wang, Paul A. Kirschner, Chin-Chung Tsai. Review of Educational Research, 2018

398 citations recorded by the source corpus.

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.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d1a2a6313c05b921ad0e06bf55e33481fe35605d

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In Computer Science Applications

In Education

Citations in the corpus

The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis (2020, methodology): “In prior meta-analyses considering study design , such as in Belland et al. (2017) and Chen et al. (2018), the type of randomization was reported as a significant moderator.”
Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, background): “Current research confirms (again) that computer technology can create interactive and engaging (additional) learning environments which may have positive effects on knowledge gain, skill acquisition and student perception (e.g. Chen, Wang, Kirschner, & Tsai, 2018).”