Effects of Collaborative Learning on Transfer Performance: A Meta-Analysis

• In Event: Advances in Cooperative Learning

Abstract

Research on collaborative learning has shown great success in education in recent decades. However, relatively few studies have examined its effects on transfer. Here, a meta-analysis synthesizes the growing body of studies that examine the relationship between collaboration and transfer. Thus far, 13 studies with 35 effect sizes have been identified and coded. Initial results indicate that collaborative learners slightly outperform their peers who studied alone on transfer tasks (d = .18). Surprisingly, structured collaborative learning methods (d = .15) showed no increased benefit to transfer than unstructured methods (d = .23). Other moderator variables, such as task complexity, that might explain the wide variance shown in the reviewed studies, are currently under investigation.

Authors

• Hui-Hua Pai, Purdue University

• David Sears, Purdue University

• Jia Liu, Purdue University

• Seung Yon Ha, Purdue University

• Hannah Sasser, Purdue University