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Vol.8, No.1, 2021 1067 

 

 

 

 

How Can Interdisciplinary Collaborative Learning be 

Effective? 

By Ma, Z., Li, H., Wang, W., & Li, Y. 
Correspondence to: Ma, Z., Jiangnan University, China. Email: 

mzq1213@qq.com 

N order to explore the application effects of Computer Supported Collabo-

rative Learning (CSCL) in STEM education, this study used the method of 

meta-analysis to quantitatively analyze 142 pieces of empirical research lit-

erature in relevant fields, so as to examine the effects of CSCL on different 

learning types, as well as the differences in the effects of STEM education 

supported by CSCL in the dimensions like discipline, learning stage, tech-

nology, and teaching strategy. 

The results of the study are as follows: 

The application of CSCL in STEM education can help improve stu-

dents’ learning effects, but there exist differences in the effect degree of var-

ious learning effects, in particular, the effects on cognitive learning are the 

most significant. 

The effects of CSCL on STEM education on different disciplines are 

different. The impact on Science, Engineering, and Pedagogy is relatively 

large, while the impact on Health Education and Computer Education is rela-

tively small. CSCL has an impact on the effects of STEM education in dif-

ferent learning stages, comparatively speaking, it has a greater impact on 

graduate and elementary stages. 

Communication Technology, Dynamic Presentation Technology, and 

Sharing and Co-construction Technology have a more significant impact on 

the effects of STEM education, while the Multi-technical Combination may 

not significantly improve the effects of STEM education. 

Teaching Strategy has moderately influenced the STEM education ef-

fects. Among all the strategies, case-based, game-based, knowledge-

constructing and inquiry-based teaching methods are the more effective. 

The researchers suggested that it is important to pay attention to using 

CSCL to achieve emotional goals, strengthening the design of emotional 

goals; adopting co-construction and sharing technology to support interdisci-

plinary collaborative learning, focusing on the application of co-construction 

and sharing technology in knowledge visualization representation and 

I 



 

Vol.8, No.1, 2021 1068 

knowledge tracking; integrating various teaching strategies to promote col-

laborative inquiry learning. 

 

Source: Modern Distance Education Research, 2021; 33(1): 97-104. 

 

 

 

 

 

 

 
 

 


