Cooperative Learning: A Review of Factors that Increase the Effectiveness of Cooperative Computer-Based Instruction

Ellen B. Susman
Journal of Educational Computing Research, Vol 18 No 4, 1998, p. 303-322

Despite great expectations in the educational community, Cooperative Computer-Based Instruction (C-CBI) has not been shown to increase students's learning over individual CBI (I-CBI). These lack of findings may be due to the varied implementation of C-CBI. This meta-analysis concentrates on the presence of two factors, cooperative learning training and problem-solving CBI, in studies which compare C-CBI and I-CBI. The results of twenty-three studies were coded and effect sizes were calculated. Effect sizes were analyzed to determine if a greater difference exists between the cooperative and individual conditions when students were trained and used a problem-solving CBI. Results show that studies that included these elements have greater mean effect sizes (es = .413) than the mean of all studies (es = .251). This study provides more evidence that cooperative learning and problem-solving CBIs are important factors in increasing achievement, group interaction, and elaboration in C-CBI.

We hope you found what you needed on this page. If you have any questions or comments, please contact me.

Howard J. Bender, Ph.D.
President
The Education Process Improvement Center, Inc.
P.O. Box 186
Riverdale, Maryland 20738
hjbender@epicent.com