The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

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

doi:10.3102/0034654318791584

Cited by 310 publications

(192 citation statements)

References 100 publications

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“…In line with existing research, data from the evaluations highlights the value of technology in supporting collaborative learning [10]. Furthermore, it highlighted that technology affordances have little impact on the way an environment is enabled.…”

Section: Insights In Technology Enabled Collaborative Learningsupporting

confidence: 64%

“…Indeed, a recent meta-analysis of 425 studies (reported in 356 articles) on collaborative learning determined that collaboration had significant positive effects on knowledge gain, skill acquisition, and student perceptions in computerbased learning conditions. While, computer use led to positive effects on knowledge gain, skill acquisition, student perceptions, group task performance, and social interaction in collaborative learning contexts [10].…”

Section: Introductionmentioning

confidence: 97%

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A framework for evaluating the effectiveness of technology enabled collaborative learning

Doyle¹,

Nagle²

2019

Preprint

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It has been demonstrated that technology enabled collaborative learning leads to positive effects on knowledge gain, skill acquisition, and student perceptions. Thus, it’s unsurprising that instructors are adopting these collaborative technologies into their learning environments. However, the collaborative learning field lacks a framework to unite the domain’s diverse tools and theories to support better design and implementation of such environments. This study builds the Technology Enable Collaborative Learning Evaluation (TECLE) framework, which offers instructors a tool to make informed decisions on whether or not the adoption of a collaborative technology will be (or has been) beneficial to their learners. Using a DSR methodology the framework was built over 9 iterations, incorporating a literature review as well as 6 field experiments in which 6 separate technology supported learning environments were developed. The results are a novel framework, as well as insights into technology supported learning environments and the DSR methodology.

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Section: Insights In Technology Enabled Collaborative Learningsupporting

confidence: 64%

Section: Introductionmentioning

confidence: 97%

A framework for evaluating the effectiveness of technology enabled collaborative learning

Doyle¹,

Nagle²

2019

Preprint

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“…Research has shown that instructing students about characteristics of effective collaboration fosters their collaborative behavior (Chen et al 2018). A frequently used method for such instruction is scripting, a form of guided instruction in which students are instructed about how they should interact and collaborate (Dillenbourg 2002).…”

Section: Instructionmentioning

confidence: 99%

Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection

Eshuis

Vrugte

Anjewierden

et al. 2019

Intern. J. Comput.-Support. Collab. Learn

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New societal demands call for schools to train students' collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students' collaboration skills. This study demonstrates the positive effects on the quality of students' collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students' joint reflection on their collaborative behavior by employing self-and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students' awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, M age = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

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“…Teachers suggested that they would have benefited from more guidance on trial methodology with the view that they could then provide more support to the children. Evidence suggests that students can achieve more by working in small groups than working on their own [25]; however, this is only achieved when teachers can provide adequate instruction and know when to intervene and when to stand back, a concept termed 'scaffolding' [26]. Teachers cannot make these decisions if they do not have confidence in their own knowledge and understanding in relation to conducting a trial.…”

Section: Discussionmentioning

confidence: 99%

Can learning about trials be child’s play? A qualitative exploration of the ‘Schools Teaching Awareness of Randomised Trials’ (START) initiative

Galvin

Finucane

Healy

et al. 2020

Trials

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Background: The Health Research Board-Trials Methodology Research Network (HRB-TMRN) celebrates International Clinical Trials Day with the help of the younger members of our community through the Network's 'Schools Teaching Awareness of Randomised Trials (START)' initiative. START seeks to increase public awareness of randomised trials in Ireland. Launched in 2016, it asks children (8-12 years old) to conduct and report their very own fun randomised trial. The study reported in this paper sought to explore children and teachers perceptions and experiences of the START initiative. Methods: We conducted eight, one-to one interviews with teachers and eight focus groups with 61 children who took part in the 2018 START initiative. Interviews and focus groups were recorded and transcribed and the data analysed using template analysis. Results: The findings of this study highlight the benefits of participating in START and the areas of the initiative that required further attention. Teachers and children recalled the benefits of experiential learning associated with START and learning by doing encouraged a fun way of engaging with trial processes. By recalling all aspects of planning, conducting and reporting their trial, the children in this study demonstrated their awareness of the trial processes. The teachers suggested that START provides a valuable framework to contribute to key aspects of the primary school curriculum in Ireland. The experiences of these participants also provided recommendation for improving the programme for future START participants. Conclusions: Increasing public awareness and understanding of randomised trials can help increase public engagement in trials. By educating children about the importance of trials and supporting them to 'learn by doing' by carrying out their own trial, the START initiative can contribute substantially to children's awareness and understanding of trial processes. Given that children are the public, the patients and the researchers of the future, initiatives such as START deserve attention.

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The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

Cited by 310 publications

References 100 publications

A framework for evaluating the effectiveness of technology enabled collaborative learning

A framework for evaluating the effectiveness of technology enabled collaborative learning

Improving the quality of vocational students’ collaboration and knowledge acquisition through instruction and joint reflection

Can learning about trials be child’s play? A qualitative exploration of the ‘Schools Teaching Awareness of Randomised Trials’ (START) initiative

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