TY - JOUR
T1 - A meta-analysis examining the moderating effects of educational level and subject area on CSCL effectiveness
T2 - Knowledge Management and E-Learning
AU - Chen, J.
AU - Wang, M.
AU - Kirschner, P.A.
AU - Tsai, C.-C.
N1 - 被引用文獻:5
Export Date: 9 June 2022
通訊地址: Wang, M.; Faculty of Education, Hong Kong; 電子郵件: [email protected]
參考文獻: Borokhovski, E., Bernard, R.M., Tamim, R.M., Schmid, R.F., Sokolovskaya, A., Technology-supported student interaction in post-secondary education: A meta-analysis of designed versus contextual treatments (2016) Computers & Education, 96, pp. 15-28; Cavus, N., Uzunboylu, H., Ibrahim, D., Assessing the success rate of students using a learning management system together with a collaborative tool in web-based teaching of programming languages (2007) Journal of Educational Computing Research, 36 (3), pp. 301-321; Chen, C.M., Chen, F.Y., Enhancing digital reading performance with a collaborative reading annotation system (2014) Computers & Education, 77, pp. 67-81; Chen, J., Wang, M., Kirschner, P.A., Tsai, C.C., The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A metaanalysis (2018) Review of Educational Research, 88 (6), pp. 799-843; Chiang, T.H.C., Yang, S.J.H., Hwang, G.J., An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities (2014) Educational Technology & Society, 17 (4), pp. 352-365; Corter, J.E., Esche, S.K., Chassapis, C., Ma, J., Nickerson, J.V., Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories (2011) Computers & Education, 57 (3), pp. 2054-2067; Dillenbourg, P., What do you mean by collaborative learning (1999) Collaborative-learning: Cognitive and Computational Approaches, pp. 1-19. , In P. 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PY - 2019
Y1 - 2019
N2 - 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. © 2019 Hong Kong Bao Long Accounting And Secretarial Limited. All rights reserved.
AB - 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. © 2019 Hong Kong Bao Long Accounting And Secretarial Limited. All rights reserved.
KW - Computer-supported collaborative learning
KW - CSCL
KW - Educational level
KW - Meta-analysis
KW - Moderator effects
KW - Subject area
U2 - 10.34105/j.kmel.2019.11.022
DO - 10.34105/j.kmel.2019.11.022
M3 - Article
SN - 2073-7904
VL - 11
SP - 409
EP - 427
JO - Knowl. Manage. E-Learn.
JF - Knowl. Manage. E-Learn.
IS - 4
ER -