Learning with CSCL scripts yields a large positive effect on collaboration skills compared to unstructured CSCL¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i2–i3
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 Collaborative learning with a CSCL script produces a statistically significant large positive average effect on collaboration skills relative to collaborative learning without a script. → Freydis Vogel 2016 q3 i2 When two outlier studies are excluded, the effect on collaboration skills remains statistically significant and of medium size. → Freydis Vogel 2016 (2)

Evidence¶

Freydis Vogel 2016¶

Freydis Vogel, Christof Wecker, Ingo Kollar, Frank Fischer. (2016). Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis. Educ Psychol Rev. https://doi.org/10.1007/s10648-016-9361-7

q3 · i3 · quant-synthesis · r?

Random-effects synthesis of 12 effect sizes from eight articles on collaboration skills; post hoc power was 99 %. Table 2 reports d = 0.95 (z = 4.95, p = .001).

"The synthesis yielded a statistically significant large positive effect (see Table 2), which supports the hypothesis that collaborative learning with a CSCL script has a beneficial impact on the development of collaboration skills compared to collaborative learning without a CSCL script."

Freydis Vogel 2016 (2)¶

Freydis Vogel, Christof Wecker, Ingo Kollar, Frank Fischer. (2016). Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis. Educ Psychol Rev. https://doi.org/10.1007/s10648-016-9361-7

q3 · i2 · quant-synthesis · r2

Sensitivity analysis of the collaboration-skills synthesis excluding two outlier studies; Table 2 reports d = 0.65 without outliers (z = 6.54, p = .001), with post hoc power of 97 %.

"The sample included two outliers with respect to effects on collaboration skills. When the two outliers were excluded, the synthesis still yielded a statistically significant positive effect of medium size (see Table 2)."

Discussion¶

Related Claims¶

• CSCL scripts have a medium significant positive effect on collaboration skills compared to unstructured collaborative learning — related
• CSCL collaboration scripts substantially improve domain-specific and collaborative-skill outcomes compared with unstructured CSCL — a broader claim this one bears on
• CSCL scripts have a small significant positive effect on domain learning compared to unstructured collaborative learning — related
• CSCL scripts have a non-significant positive effect on learners' motivation compared to unstructured collaborative learning — related
• Whether a CSCL script prompts transactive activities does not significantly moderate its effects on domain-specific knowledge, and for collaboration skills the difference runs opposite to the expected direction — related
• The script level a CSCL script mainly targets does not significantly moderate its effects on domain-specific knowledge or collaboration skills — related
• The effect of CSCL scripts on collaboration skills is significantly greater than their effect on domain-specific knowledge — related