Effectiveness of online collaborative problem‐solving method on students' learning performance: A meta‐analysis.
Background: During the COVID‐19 pandemic, online collaborative problem solving (online CPS) has become one of the most crucial learning methods to develop students' learning performance. However, it remains unclear of the effectiveness of the online CPS method on students' learning performance. Obje...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 1; pp. 326 - 342 |
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| Autores principales: | , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174818411&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174818411 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2024 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 174818411 172429577 174818411 174818411 10.1111/jcal.12884 174818411 ppf: 326 ppct: 16 formats: tig: atl: Effectiveness of online collaborative problem‐solving method on students' learning performance: A meta‐analysis. aug: au: Tian, Qian Zheng, Xudong affil: Jiangsu Engineering Technology Research Center of ICT in Education, Jiangsu Normal University, Xuzhou, People's Republic of China sug: subj: Students Learning Methods Academic Performance Student Performance Appraisal Online Education Problem Solving Methods Human Meta Analysis Descriptive Statistics Data Analysis Software COVID-19 Pandemic Confidence Intervals Odds Ratio Funding Source ab: Background: During the COVID‐19 pandemic, online collaborative problem solving (online CPS) has become one of the most crucial learning methods to develop students' learning performance. However, it remains unclear of the effectiveness of the online CPS method on students' learning performance. Objectives: To explore the overall effect of online CPS methods on students' learning performance and identify the moderating factors that influence this impact, we employed a meta‐analysis approach to analyse the combined effects of 31 articles. Results: The results showed that the online CPS method had a medium impact on students' learning performance, with an overall effect size of 0.526. The moderator analysis indicated that the online CPS method was more effective for (a) college preparatory learners, (b) the discipline of Economics, (c) grouping method of assigned, (d) teacher‐led instruction, (e) study duration of 2 to 4 weeks, (f) group size of 3–5 members, (g) synchronous online environment and (h) cognitive performance. Implications: Based on these findings, we recommend using the online CPS to improve students' cognitive and affective learning performance. To enhance students' social learning performance, instructors should design reasonably to use collaborative scaffolding to engage students purposefully and constructively in online CPS activities. Lay Description: What is already known: During the COVID‐19 pandemic, the online collaborative problem solving (CPS) method is gaining increased popularity.The impact of the online CPS method on students' learning performance has aroused the great interest of scholars.Research on the effectiveness of the online CPS method on students' learning performance is inconsistent. What this paper adds: Research on the influence of the online CPS method on students' learning performance, such as in cognitive, affective and social three‐dimensional learning performance.The online CPS method had a medium positive effect on students' cognitive performance and a moderate to low positive impact on students' affective and social performance.Considering some moderating variables (such as group size, educational level, group method, study duration, discipline, intervention measure and online environment), explore the effectiveness of the online CPS method on students' learning performance. Implications for practice: We recommend using the online CPS method to improve students' cognitive and affective learning performance.To enhance students' social learning performance, instructors should design reasonably to use collaborative scaffolding to engage students purposefully and constructively in online CPS activities. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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