Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Posttest scores were significantly higher than pretest scores in all three conditions, with printed paired-samples effect sizes d = 1.19 (instruction with tool), d = 1.10 (instruction only), and d = 0.57 (control). → Elise H. Eshuis 2019
Evidence¶
Elise H. Eshuis 2019¶
Elise H. Eshuis, Judith ter Vrugte, Anjo Anjewierden, Lars Bollen, Jakob Sikken, Ton de Jong. (2019). Improving the quality of vocational students' collaboration and knowledge acquisition through instruction and joint reflection. International Journal of Computer-Supported Collaborative Learning (2019) 14:53–76. https://doi.org/10.1007/s11412-019-09296-0
q3 · i? · causal · r2
Paired-samples t-tests comparing pre- and posttest domain knowledge (12 open-ended questions, max 25 points, Cronbach's alpha .87/.85) per condition in the within-subject pretest-intervention-posttest design. All three conditions showed "significantly higher" posttest scores.
"posttest scores were significantly higher than pretest scores in all three conditions (instruction with tool condition: t(24) = 5.93, p <. 0 0 1 ,d = 1.19; instruction only condition: t(26) = 5.74, p < .001, d = 1.10; control condition: t(34) = 3.38, p =. 0 0 2 ,d = 0.57)"
Discussion¶
Related Claims¶
- Instruction about collaboration rules alone has limited utility; explicit scaffolding via joint reflection tools during collaboration adds unique value — related
- A 4C/ID-based online learning environment improves upper secondary students' research skills test scores from pretest to posttest — a narrower finding that bears on this claim
- Vocational students who received collaboration instruction plus an online joint-reflection tool showed significantly higher domain-knowledge learning gains than control students, while instruction alone did not differ from control — related
- Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions — possibly the same claim (merge candidate)
- Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
all-conditions-learned-from-cscl-environment |
title |
Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition |
description |
Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elise-h-eshuis-2019 |
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