scholarly journals The Effects of Mobile-Computer-Supported Collaborative Learning: Meta-Analysis and Critical Synthesis

2017 ◽  
Vol 87 (4) ◽  
pp. 768-805 ◽  
Author(s):  
Yao-Ting Sung ◽  
Je-Ming Yang ◽  
Han-Yueh Lee
Keyword(s):  
Collaborative Learning ◽  
Meta Analysis ◽  
Computer Supported Collaborative Learning ◽  
Mobile Computer

scholarly journals Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study

2021 ◽  
Author(s):  
Mohammed Saqr ◽  
Sonsoles López-Pernas
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Collaborative Learning ◽  
Information Exchange ◽  
Large Scale ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Centrality Measures ◽  
Computer Supported Collaborative Learning ◽  
Student Role

AbstractThis study empirically investigates diffusion-based centralities as depictions of student role-based behavior in information exchange, uptake and argumentation, and as consistent indicators of student success in computer-supported collaborative learning. The analysis is based on a large dataset of 69 courses (n = 3,277 students) with 97,173 total interactions (of which 8,818 were manually coded). We examined the relationship between students’ diffusion-based centralities and a coded representation of their interactions in order to investigate the extent to which diffusion-based centralities are able to adequately capture information exchange and uptake processes. We performed a meta-analysis to pool the correlation coefficients between centralities and measures of academic achievement across all courses while considering the sample size of each course. Lastly, from a cluster analysis using students’ diffusion-based centralities aimed at discovering student role-taking within interactions, we investigated the validity of the discovered roles using the coded data. There was a statistically significant positive correlation that ranged from moderate to strong between diffusion-based centralities and the frequency of information sharing and argumentation utterances, confirming that diffusion-based centralities capture important aspects of information exchange and uptake. The results of the meta-analysis showed that diffusion-based centralities had the highest and most consistent combined correlation coefficients with academic achievement as well as the highest predictive intervals, thus demonstrating their advantage over traditional centrality measures. Characterizations of student roles based on diffusion centralities were validated using qualitative methods and were found to meaningfully relate to academic performance. Diffusion-based centralities are feasible to calculate, implement and interpret, while offering a viable solution that can be deployed at any scale to monitor students’ productive discussions and academic success.

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