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

TLDR

The study quantitatively synthesized empirical research on how social context—small group versus individual learning—affects students using computer technology. The meta‑analysis aggregated 486 findings from 122 studies involving 11,317 learners. Small‑group learning yielded modestly larger gains than individual learning in achievement, task performance, and affective outcomes, though effect sizes were heterogeneous and largely explained by technology, task, grouping, and learner characteristics.

Abstract

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), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies.