Scripts scaffolding coordination alone or negotiation with information sharing show the largest domain-learning effects, while three-way combinations show smaller significant effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 For domain learning, scripts prompting coordination alone (g = 0.46) or negotiation and information sharing (g = 0.43) showed significant positive effects, whereas information sharing alone (g = 0.34) was marginally significant and three-way combinations smaller (g = 0.20). → Radkowitsch 2020

Evidence¶

Radkowitsch 2020¶

Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 15, 5–47. https://doi.org/10.1007/s11412-020-09316-4

q2 · i2 · quant-synthesis · r?

Moderator analysis (Table 2) of specific combinations of scaffolded collaborative activities for domain learning: coordination alone (k = 3, g = 0.46, p < .01) and negotiation & information sharing (k = 4, g = 0.43, p < .01) were significant; negotiation & coordination was not estimated due to a small number of studies.

"Coordination 3 0.46** 0.12 0.22 0.70 3.27 2 .195 0.016 35.43% Negotiation & information sharing 4 0.43** 0.16 0.11 0.75 2.10 3 .552 .007 6.26%"

Discussion¶

Related Claims¶

• The editorial reports that CSCL scripts show positive effects on domain learning and collaboration process skills, and that scaffolding single versus combinations of collaborative activities affects script impact — a broader claim this one bears on
• 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
• CSCL scripts have a small significant positive effect on domain learning compared to unstructured collaborative learning — a broader claim this one bears on
• mCSCL outperforms individual learning and non-mobile collaborative learning, but shows no significant advantage over desktop CSCL — related
• Face-to-face collaboration scripts focus on individual knowledge acquisition activities, while computer-mediated scripts focus on communicative-coordinative processes — related