A literature review of features and trends of technology-supported collaborative learning in informal learning settings from 2007 to 2018

• Published in: Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education) Vol. 6; no. 4; pp. 529 - 561
• Main Authors: Zheng, Lanqin, Zhang, Xuan, Gyasi, Juliana Fosua
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.12.2019; Springer Nature B.V
• Subjects: Adult Basic Education; Adult Learning; Adult Students; Augmented reality; Cognitive Development; Collaborative learning; Computers and Education; Cooperative learning; Design engineering; Education; Educational Environment; Educational objectives; Educational Technology; Informal Education; Keywords; Knowledge; Learning activities; Literature reviews; Metacognition; Museums; Peers; Social networks; Students; Systematic review; Teaching Methods; Technology; Trends; Technology-supported; Literature review; Informal learning; Activity theory; Collaborative learning
• ISSN: 2197-9987; 2197-9995
• DOI: 10.1007/s40692-019-00148-2

Recently, collaborative learning in informal learning settings has been gained increasing interest. This study reviewed 70 papers about technology-supported collaborative learning published from 2007 to 2018. The subjects, objects, rules, contexts, interactions, and tools were analyzed based on the adapted framework of activity theory. The results indicated that undergraduate and postgraduate students mainly participated in technology-supported collaborative learning in the past 12 years. Mixed learning outcomes in natural science learning domains were the major learning objectives. In terms of rules, most studies adopted mixed collaborative learning methods and provided guidance for students. However, no rewards were provided in most studies. In addition, most studies mainly occurred in online learning community or after-school clubs. Technology-mediated interactions were generally adopted and participants mainly interacted with group members. In terms of trends of technology-supported collaborative learning, the findings revealed that the increasing trends in the higher education level and large sample size were found from 2013 to 2018. More and more studies focused on engineering design tasks and adopted self-selected heterogeneous groups. Mixed hardware and software with mixed functionalities significantly increased from 2013 to 2018. The findings were discussed in depth, together with implications and recommendations for future studies.