Opening the Black Box of Collaborative Learning: A Meta-Analysis Investigating Process-Oriented Studies

• In Event: New Developments in Cooperative Learning Theory and Research

Abstract

This meta-analysis synthesized 124 studies that examined (1) the effect of instructional context on collaborative interaction, and (2) the effect of collaborative interaction on learning. Student preparation for collaborative learning affects students’ on-task participation (ESr = +0.39) and use of high-level elaboration (+0.35). Interdependence decreases students’ off-task behavior (-0.32) and increases their use of both high-level (+0.44) and low-level elaboration (+0.38). Making (computer-)support available during collaboration, increases students’ on-task participation (+0.56), use of high-level (+0.38) and low-level elaboration (+0.23), and coordinating activities in the relational space (+0.25). We conclude that task-related activities in the content space (+0.39), on-task participation (+0.22) and high-level elaboration (+0.17) are positively associated with learning outcomes, whereas off-task participation is negatively associated with learning outcomes (-0.17).

Author

• Jeroen Janssen, Utrecht University