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Article: The role of collaboration, computer use, learning environments and supporting strategies in CSCL: A meta-analysis

TitleThe role of collaboration, computer use, learning environments and supporting strategies in CSCL: A meta-analysis
Authors
KeywordsComputer-supported collaborative learning
CSCL
Learning environment or tool
Meta-analysis
Supporting strategy
Issue Date2018
PublisherAmerican Educational Research Association. The Journal's web site is located at http://aera.net/pubs/rer/
Citation
Review of Educational Research, 2018 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/259576
ISSN
2017 Impact Factor: 8.241
2015 SCImago Journal Rankings: 3.449

 

DC FieldValueLanguage
dc.contributor.authorChen, J-
dc.contributor.authorWang, M-
dc.contributor.authorKirschner, P-
dc.contributor.authorTsai, CC-
dc.date.accessioned2018-09-03T04:10:11Z-
dc.date.available2018-09-03T04:10:11Z-
dc.date.issued2018-
dc.identifier.citationReview of Educational Research, 2018-
dc.identifier.issn0034-6543-
dc.identifier.urihttp://hdl.handle.net/10722/259576-
dc.description.abstractThis 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.-
dc.languageeng-
dc.publisherAmerican Educational Research Association. The Journal's web site is located at http://aera.net/pubs/rer/-
dc.relation.ispartofReview of Educational Research-
dc.rightsThis work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly.-
dc.subjectComputer-supported collaborative learning-
dc.subjectCSCL-
dc.subjectLearning environment or tool-
dc.subjectMeta-analysis-
dc.subjectSupporting strategy-
dc.titleThe role of collaboration, computer use, learning environments and supporting strategies in CSCL: A meta-analysis-
dc.typeArticle-
dc.identifier.emailWang, M: magwang@hku.hk-
dc.identifier.authorityWang, M=rp00967-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.3102/0034654318791584-
dc.identifier.scopuseid_2-s2.0-85052389111-
dc.identifier.hkuros288436-
dc.identifier.volumein press-
dc.identifier.spage(SSCI impact factor 8.241)-
dc.identifier.epage(SSCI impact factor 8.241)-
dc.publisher.placeUnited States-

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