Ten years of Computer-Supported Collaborative Learning: A meta-analysis of CSCL in STEM education during 2005-2014
Ten years of Computer-Supported Collaborative Learning: A meta-analysis of CSCL in STEM education during 2005-2014
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DOI：
10.1016/j.edurev.2019.100284
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发表时间：
2019-11-01
影响因子：
11.7
通讯作者：
Jo, Kihyun
中科院分区：
文献类型：
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作者：
Jeong, Heisawn;Hmelo-Silver, Cindy E.;Jo, Kihyun
本文的目的是报告一项关于计算机支持的协作学习（CSCL）在STEM教育中的影响的荟萃分析。该分析基于2005年至2014年间发表的143项研究的316项结果，这些研究调查了CSCL的影响。我们的分析表明，STEM CSCL的总体效应量为0.51，在教育研究中具有中等但显著的效应量。对过程结果的影响最大，其次是知识结果和情感结果。影响的大小受到技术和教学法类型、学习者的教育水平和学习领域的调节。主持人进一步互动，使技术和教学法的效果根据合作模式、学习者的教育水平和学习领域而变化。目前的研究证明了CSCL在STEM教育中的整体优势，并强调需要了解这些变量如何相互作用以促进CSCL的整体有效性。
The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was 0.51, a moderate but notable effect size in educational research. The effect was greatest on process outcomes, followed by knowledge outcomes, and affective outcomes. The sizes of the effects were moderated by types of technology and pedagogy, educational levels of learners, and learning domains. Moderators further interacted so that effects of technology and pedagogy varied depending on the modes of collaboration, learners' educational levels, and domains of learning. The current study demonstrates the overall advantage of CSCL in STEM education and highlights a need to understand how these variables may interact to contribute to overall CSCL effectiveness.