The Role of Content Support and Transactivity for Effects of Computer-Supported Collaboration Scripts on Domain-Specific Learning: A Meta-Analysis

Scripts for computer-supported collaborative learning (CSCL scripts) usually provide just-in-time support for learners to engage in a meaningful collaborative learning process that eventually leads to domain-specific learning. In contrast, CSCL scripts are often criticized to hamper the naturally emerging processes in collaborative learning, and research about the effectiveness of CSCL scripts has shown divergent results. Therefore, this paper reports a meta-analytical integration of k = 33 effects on domain-specific learning that have been reported in recent research about CSCL scripts. Results show that on average CSCL scripts actually support the engagement in meaningful collaborative learning processes leading to a positive effect on domain-specific learning outcomes compared to unstructured collaborative learning (d = 0.20, p = 0.02). Further analyses show that the effectiveness of CSCL scripts can be increased by combining them with domain-specific content scaffolds and by designing them in a way that might induce transactivity (i.e. activities by which learners refer to their learning partners' contributions). Limitations and implications of this meta-analysis are discussed.