Juanjuan Chen and colleagues recently performed a meta-analysis on the effects of computer-supported collaborative learning (CSCL).
Using 425 empirical studies (all of which used a controlled
experimental or quasi-experimental design) published between 2000 and
2016, researchers found several main characteristics to examine: the
effects of the collaboration itself; the effects of computer use during
collaboration; the effects of extra technology-related learning tools
used in CSCL, such as videoconferencing and sharing visuals with team
partners; and strategies such as role assignment and peer feedback.
Collaborative learning itself positively affected:
- Knowledge gain (+0.42)
- Skill acquisition (+0.62)
- Student perceptions of the experience (+0.38)
The use of computers, when combined with collaborative learning, positively affected:
- Knowledge gain (+0.45)
- Skill acquisition (+0.53)
- Student perceptions (+0.51)
- Group task performance (+0.89)
- Social interaction (+0.57)
Lastly,
extra technology-related learning tools during CSCL positively affected
knowledge gain (+0.55), as did the use of strategies (+0.38).
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