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 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.

中文翻译：

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计算机支持的协作学习十年：2005-2014 年 STEM 教育中 CSCL 的荟萃分析


本文的目的是报告关于计算机支持的协作学习 (CSCL) 在 STEM 教育中的影响的荟萃分析。该分析基于 143 项研究的 316 项结果，这些研究检验了 2005 年至 2014 年间发表的 CSCL 的影响。我们的分析表明，STEM CSCL 的总体效应大小为 0.51，在教育研究中是一个值得注意的效应大小。对过程结果的影响最大，其次是知识结果和情感结果。影响的大小取决于技术和教学法的类型、学习者的教育水平和学习领域。主持人进一步互动，技术和教学法的效果因协作模式、学习者的教育水平和学习领域而异。当前的研究证明了 CSCL 在 STEM 教育中的整体优势，并强调需要了解这些变量如何相互作用以促进 CSCL 的整体有效性。