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A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness

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  • Source:
    Knowledge Management & E-Learning, v11 n4 p409-427 Dec 2019. 20 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
      Chen, Juanjuan (ORCID 0000-0002-1273-9465) ; Wang, Minhong (ORCID 0000-0002-1084-6814) ; Kirschner, Paul A. (ORCID 0000-0002-8743-0462) ; Tsai, Chin-Chung
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1245553
      Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
    • Peer Reviewed:
      Y
    • ISSN:
      2073-7904
    • Subject Terms:
    • Abstract:
      The positive effects of computer-supported collaborative learning (CSCL) on students' learning outcomes and processes have been widely reported in individual empirical studies and meta-analyses. More specifically, in the meta-analysis by Chen, Wang, Kirschner, and Tsai (2018), the effects were found to be attributed to the three main elements of CSCL including collaborative learning, computer use, extra learning environments/tools or extra supporting strategies. This study extends that meta-analysis by examining the moderating effects of educational level and subject area on the effectiveness of CSCL. The moderating effects of educational level were found not to be significant on the effectiveness of collaborative learning, computer use, extra learning environments or tools, or extra supporting strategies with respect to student knowledge achievement. Subject area, on the other hand, was found to be a significant moderator for the effectiveness of extra learning environments or tools and extra supporting strategies. When using extra learning environments or tools for CSCL, larger effect sizes were found for engineering and science courses; when using extra supporting strategies for CSCL, larger effect sizes were found for science and social science courses. The results also showed that more studies were conducted at the university level and in engineering, science, and social science disciplines.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      20
    • Education Level:
      Elementary Secondary Education; Higher Education; Postsecondary Education; Adult Education
    • Journal Code:
      APR2020
    • Publication Date:
      2020
    • Accession Number:
      EJ1245553
  • Citations
    • ABNT:
      CHEN, J. et al. A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness. Knowledge Management & E-Learning, [s. l.], v. 11, n. 4, p. 409–427, 2019. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428. Acesso em: 11 jul. 2020.
    • AMA:
      Chen J, Wang M, Kirschner PA, Tsai C-C. A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness. Knowledge Management & E-Learning. 2019;11(4):409-427. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428. Accessed July 11, 2020.
    • AMA11:
      Chen J, Wang M, Kirschner PA, Tsai C-C. A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness. Knowledge Management & E-Learning. 2019;11(4):409-427. Accessed July 11, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428
    • APA:
      Chen, J., Wang, M., Kirschner, P. A., & Tsai, C.-C. (2019). A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness. Knowledge Management & E-Learning, 11(4), 409–427.
    • Chicago/Turabian: Author-Date:
      Chen, Juanjuan, Minhong Wang, Paul A. Kirschner, and Chin-Chung Tsai. 2019. “A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness.” Knowledge Management & E-Learning 11 (4): 409–27. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428.
    • Harvard:
      Chen, J. et al. (2019) ‘A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness’, Knowledge Management & E-Learning, 11(4), pp. 409–427. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428 (Accessed: 11 July 2020).
    • Harvard: Australian:
      Chen, J, Wang, M, Kirschner, PA & Tsai, C-C 2019, ‘A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness’, Knowledge Management & E-Learning, vol. 11, no. 4, pp. 409–427, viewed 11 July 2020, .
    • MLA:
      Chen, Juanjuan, et al. “A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness.” Knowledge Management & E-Learning, vol. 11, no. 4, Dec. 2019, pp. 409–427. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Chen, Juanjuan, Minhong Wang, Paul A. Kirschner, and Chin-Chung Tsai. “A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness.” Knowledge Management & E-Learning 11, no. 4 (December 1, 2019): 409–27. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428.
    • Vancouver/ICMJE:
      Chen J, Wang M, Kirschner PA, Tsai C-C. A Meta-Analysis Examining the Moderating Effects of Educational Level and Subject Area on CSCL Effectiveness. Knowledge Management & E-Learning [Internet]. 2019 Dec 1 [cited 2020 Jul 11];11(4):409–27. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1245553&custid=s8280428