Small Group and Individual Learning with Technology: A Meta-Analysis

  title={Small Group and Individual Learning with Technology: A Meta-Analysis},
  author={Yiping Lou and Philip C. Abrami and Sylvia d'Apollonia},
  journal={Review of Educational Research},
  pages={449 - 521}
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = +0.15), group task performance (mean ES = +0.31… 

Understanding Process and Affective Factors in Small Group versus Individual Learning with Technology

  • Y. Lou
  • Education, Psychology
  • 2004
Based on 198 independent findings from 71 studies with experimental or statistical controls, the results of this meta-analysis indicate that, on average, students learning with computers in small

The Effect of Collaborative Learning on Enhancing Student Achievement : A Meta-Analysis

The purpose of this meta-analysis was to investigate the effect of collaborative learning on student achievement. The sample of the study consisted of 20 representative studies involving 2434

Effects of Small-Group Learning on Transfer: a Meta-Analysis

This study investigated the potential benefit of small-group learning on transfer performance using the method of meta-analysis. Results showed positive support for the hypothesis that small-group

Cooperative Group Work

Interest in cooperative group work gained momentum in the early 1980s with the publication of the first meta‐analysis on the effects of cooperative, competitive, and individualistic goal structures

Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications

A Stage I meta-analysis exploring the achievement effects of computer-based technology use in higher education classrooms (non-distance education) found low and medium use performing significantly higher than high use and cognitive support was greater than presentational and multiple uses.

The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis

This meta-analysis synthesizes research findings on the effects of computer-supported collaborative learning (CSCL) based on its three main elements: (1) the collaboration per se, (2) the use of

A meta-analysis examining the moderating effects of educational level and subject area on CSCL effectiveness

The positive effects of computer-supported collaborative learning (CSCL) on students’ learning outcomes and processes have been widely reported in individual empirical studies and meta-analyses. More

Institute for Educational Psychology

Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not lead to the expected effects.

Maximizing the Social Dynamics, Work Processes, and Target Outcomes of Learning Groups Online

  • Shalin Hai-Jew
  • Education
    Building and Maintaining Adult Learning Advantage
  • 2020
Through a review of the literature and analysis of years of learning management system (LMS) data, this work offers some early observations of potential variables for study to better understand how to maximize learning groups online (the social dynamics, work processes, and target outcomes).



The effects of student-instructor interaction and paired/individual study on achievement in computer-based training (CBT)

Abstract : Research shows that interaction between the students and instructor can improve performance in computer-based training (CBT). Small group study can also improve CBT performance. However,

Within-Class Grouping: A Meta-Analysis

The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using two sets of study findings. The first set included 145 effect sizes and explored

The Psycho-Social Processes and Cognitive Effects of Peer-Based Collaborative Interactions with Computers

This research project consists of two related studies involving first- and second-year university students learning to write recursive programs and demonstrated the two collaborative learning environments produced two distinct psycho-social behaviors manifested by the students.

Implementing individual and small group learning structures with a computer simulation

Investigation of the effects of implementing individual and small group learning structures with a computer simulation in accounting indicated that performance scores were high regardless of learning structure, however, students who worked alone expressed significantly more continuing motivation for their learning structure.

Why Should We Group Students Within-Class for Learning?

The purpose of this article is threefold. First, we bring to the attention of the European and international research community the research evidence concerning within-class grouping. In a previous

Effects of Peer Interaction during Computer-Based Mathematics Instruction.

Abstract This study compared individual learning with group learning. It also investigated the effects of ability grouping on achievement, instructional efficiency, and discourse during

The effects of cooperative learning and learner control on high- and average-ability students

The effects of studying alone or in cooperative learning groups on high- and average-ability students were investigated. Also examined were the effects of completing computer-based instruction using

Effects of Within-Class Grouping on Student Achievement: An Exploratory Model

Results indicate that the most important study features that accounted for 48% of the total variance include outcome measure source, teacher training equivalence, grouping basis, type of small-group instruction method, grade level, and relative ability of students.

The effects of computer-based cooperative, competitive, and individualistic learning conditions on adult learners' achievement and near-transfer performance

This study investigated the effects of computer-based individualistic, competitive, and cooperative learning conditions on adult learners' achievement and near-transfer performance. The instruction