Ten years of Computer-Supported Collaborative Learning: A meta-analysis of CSCL in STEM education during 2005–2014
Open accessAbstract
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.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Cites
Duval, S., & Tweedie, R. (2000) · Biometrics · doi:10.1111/j.0006-341x.2000.00455.x · Cited by 14,099 · see citing works
Hutchins, E. (1995) · doi:10.7551/mitpress/1881.001.0001 · Cited by 10,801 · see citing works
Primary, Secondary, and Meta-Analysis of Research
GLASS, G. V. (1976) · Educational Researcher · doi:10.3102/0013189x005010003 · Cited by 4,890 · see citing works
The Handbook of Research Synthesis and Meta-Analysis
(2019) · doi:10.7758/9781610448864 · Cited by 4,553 · see citing works
An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning
Johnson, D. W., & Johnson, R. T. (2009) · Educational Researcher · doi:10.3102/0013189x09339057 · Cited by 2,721 · see citing works
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641 · see citing works
Self-citationMedia will never influence learning
Clark, R. E. (1994) · Educational Technology Research and Development · doi:10.1007/bf02299088 · Cited by 1,893 · see citing works
Representations in Distributed Cognitive Tasks
Zhang, J., & Norman, D. A. (1994) · Cognitive Science · doi:10.1207/s15516709cog1801_3 · Cited by 1,203 · see citing works
Peters, J. L., Sutton, A. J., Jones, D. R., Abrams, K. R., & Rushton, L. (2007) · Statistics in Medicine · doi:10.1002/sim.2889 · Cited by 716 · see citing works
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis
Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2017) · Educational Psychology Review · doi:10.1007/s10648-016-9361-7 · Cited by 278 · see citing works
Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning
Gijlers, H., & de Jong, T. (2013) · Journal of the Learning Sciences · doi:10.1080/10508406.2012.748664 · Cited by 79 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
A Historical Review of Collaborative Learning and Cooperative Learning
Yang, X. (2023) · TechTrends · doi:10.1007/s11528-022-00823-9 · Cited by 199 · see citing works
Ran, H., Kim, N. J., & Secada, W. G. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12611 · Cited by 69 · see citing works
Fatimah, F., Rajiani, S. I., & Abbas, E. W. (2021) · Management Science Letters · doi:10.5267/j.msl.2020.9.032 · Cited by 36 · see citing works
Gupta, S., & Jaiswal, R. (2024) · The International Journal of Management Education · doi:10.1016/j.ijme.2024.101070 · Cited by 22 · see citing works
- Authors
- Jeong, H., Hmelo-Silver, C. E., & Jo, K.
- Affiliations
- Hallym University (KR)
- Korea University (KR)
- Corresponding author
- Jeong, Heisawn
- ORCID
- Jeong, Heisawn
- Venue
- Educational Research Review
- Publisher
- Elsevier BV
- Published
- 2019-11
- Volume
- 28
- Pages
- 100284
- ISSN
- 1747-938X (ISSN-L)
- OpenAlex
- W2950300510
- Cited by
- 339
- References
- 11
- Citations by year
- 2026: 44 · 2025: 62 · 2024: 56 · 2023: 66 · 2022: 51 · 2021: 36 · 2020: 22 · 2019: 2
- FWCI
- 5.92
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Educational Research Review (publishedVersion, cc-by-nc-nd)
- IUScholarWorks Open (Indiana University) (submittedVersion)
- Funders
- National Science Foundation (1249492)
- National Research Foundation of Korea (NRF- 2016R1D1A1B03935697)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- computer-supported collaborative learning, STEM education, effect size, process outcomes, knowledge outcomes, affective learning outcomes, technology type, pedagogy, collaboration modes, learning domains, educational effectiveness
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
