A meta-analysis examining the moderating effects of educational level and subject area on CSCL effectiveness

Juanjuan Chen, Minhong Wang, Paul A. Kirschner, Chin Chung Tsai

研究成果: 雜誌貢獻文章

1 引文 斯高帕斯(Scopus)

摘要

The positive effects of computer-supported collaborative learning (CSCL) on students' learning outcomes and processes have been widely reported in individual empirical studies and meta-analyses. More specifically, in the meta-analysis by Chen, Wang, Kirschner, and Tsai (2018), the effects were found to be attributed to the three main elements of CSCL including collaborative learning, computer use, extra learning environments/tools or extra supporting strategies. This study extends that meta-analysis by examining the moderating effects of educational level and subject area on the effectiveness of CSCL. The moderating effects of educational level were found not to be significant on the effectiveness of collaborative learning, computer use, extra learning environments or tools, or extra supporting strategies with respect to student knowledge achievement. Subject area, on the other hand, was found to be a significant moderator for the effectiveness of extra learning environments or tools and extra supporting strategies. When using extra learning environments or tools for CSCL, larger effect sizes were found for engineering and science courses; when using extra supporting strategies for CSCL, larger effect sizes were found for science and social science courses. The results also showed that more studies were conducted at the university level and in engineering, science, and social science disciplines.

原文英語
頁(從 - 到)409-427
頁數19
期刊Knowledge Management and E-Learning
11
發行號4
DOIs
出版狀態已發佈 - 2019 一月 1

ASJC Scopus subject areas

  • Education
  • Management of Technology and Innovation

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