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A Meta-Analytical Review of Students’ Out-of-ClassCommunication and Learning Effects

机译：对学生课外交流和学习效果的荟萃分析

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摘要

A random-effects meta-analysis (N = 7,113) was conducted examining the relationships between students’ out-of-class communication (OCC) and learning outcomes. The findings revealed positive summary effects for OCC on affective learning (k = 7, N = 1478, r = 0.321, p < 0.001) and perceived cognitive learning (k = 11, N = 5635, r = 0.261, p < 0.001). Several moderators were identified, indicating the association between OCC and cognitive learning varied systematically because of the measurement instruments used to operationalize OCC and learning and because of interdisciplinary treatments of the constructs. Recommendations are made for future researchers including the need for a theoretical explanation of the OCC-learning relationship.
机译：进行了一项随机效应荟萃分析（N = 7,113），以检验学生的课外沟通（OCC）与学习成果之间的关系。研究结果表明，OCC对情感学习（k = 7，N = 1478，r = 0.321，p <0.001）和感知认知学习（k = 11，N = 5635，r = 0.261，p <0.001）具有积极的总结作用。确定了几个主持人，这表明OCC和认知学习之间的关联系统地变化了，这是因为用于OCC和学习的操作的测量工具以及结构的跨学科处理。对未来的研究人员提出了建议，包括需要对OCC与学习的关系进行理论解释。

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