Small Group and Individual Learning with Technology: A Meta-Analysis

Lou, Yiping; Abrami, Philip C.; d’Apollonia, Sylvia

doi:10.3102/00346543071003449

Cited by 721Innovative Teaching and Learning MethodsEducation and Technology IntegrationLearning Styles and Cognitive Differences

Small Group and Individual Learning with Technology: A Meta-Analysis

Lou, Yiping, Abrami, Philip C., d’Apollonia, Sylvia·2001·Review of Educational Research

DOI 10.3102/00346543071003449

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Abstract

This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = + 0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies.

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“Several meta-analyses have thus been carried out showing that collaborative learning can be an effective strategy for promoting retention and problem solving (e.g., Lou et al. 2001;Roseth et al. 2008;Slavin 1980;Springer et al. 1999).”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Lou et al. 2001

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Authors: Lou, Y., Abrami, P. C., & d’Apollonia, S.
Affiliations: Louisiana State University (US)
Concordia University (CA)
ORCID: Abrami, Philip C.
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2001-09
Volume: 71
Issue: 3
Pages: 449-521
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543071003449
OpenAlex: W2144282840
Cited by: 721
References: 170
Citations by year: 2026: 9 · 2025: 17 · 2024: 28 · 2023: 22 · 2022: 23 · 2021: 40 · 2020: 37 · 2019: 44 · 2018: 52 · 2017: 36 · 2016: 19 · 2015: 40 · 2014: 40 · 2013: 31 · 2012: 38
FWCI: 2.94
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Education and Technology Integration
Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Keywords: small group learning, individual learning, computer technology in education, social context of learning, academic performance, group task performance, affective learning outcomes, technology-enhanced learning, heterogeneous effects

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Small Group and Individual Learning with Technology: A Meta-Analysis

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