Measuring Influence of Technology as Moderator on Student Achievement in Relation to Collaborative Learning: A Meta-analysis
Defining technology in its final words is a debatable affair. The ways technology has pervaded our everyday lives made us stop and think to review the affordances of technology in our lives as persons and in learning as teacher and students alike. The purpose of current paper is to investigate the role of technology to support and promote collaborative learning among students. The research questions include: 1) How does technology support students’ learning through collaborative activities ?2) What types of support, if any, technology offers students to translate their learning into achievements? The sample of this meta-analysis consisted of 20 representative studies involving 2434 participants in which both teachers and students used different technologies for collaborative activities in classroom, cutting across multiple grade levels and subject domains. The findings of the study underlined that collaborative learning activities designed with the aids of technological tools can impact learning outcomes of students. Implications for the use of technology in collaborative learning are discussed, and recommendations for future researchers are suggested along with the limitation and conclusions.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0082
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada