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  • © 2021

International Handbook of Computer-Supported Collaborative Learning

  • Provides a comprehensive overview of the diverse aspects of the field of computer-supported collaborative learning useful for newcomers or experts

  • Serves as a ready reference for foundational concepts, methods, and approaches in the field

  • Integrates myriad research perspectives, including but not limited to learning sciences, education, computer science, computational linguistics, psychology, and sociology

  • Speaks to a wide, growing, and international community of CSCL researchers

Part of the book series: Computer-Supported Collaborative Learning Series (CULS, volume 19)

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eBook USD 119.00
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  • ISBN: 978-3-030-65291-3
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  • Readable on all devices
  • Own it forever
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  • Tax calculation will be finalised during checkout
Softcover Book USD 159.99
Price excludes VAT (USA)
Hardcover Book USD 219.99
Price excludes VAT (USA)

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Table of contents (35 chapters)

  1. Front Matter

    Pages i-xiii
  2. Foundations

    1. Front Matter

      Pages 1-1
    2. Foundations, Processes, Technologies, and Methods: An Overview of CSCL Through Its Handbook

      • Ulrike Cress, Jun Oshima, Carolyn Rosé, Alyssa Friend Wise
      Pages 3-22
    3. Theories of CSCL

      • Gerry Stahl, Kai Hakkarainen
      Pages 23-43
    4. A Conceptual Stance on CSCL History

      • Sten Ludvigsen, Kristine Lund, Jun Oshima
      Pages 45-63
    5. An Overview of CSCL Methods

      • Cindy E. Hmelo-Silver, Heisawn Jeong
      Pages 65-83
    6. Conceptualizing Context in CSCL: Cognitive and Sociocultural Perspectives

      • Camillia Matuk, Kayla DesPortes, Christopher Hoadley
      Pages 85-101
    7. Interrogating the Role of CSCL in Diversity, Equity, and Inclusion

      • Kimberley Gomez, Louis M. Gomez, Marcelo Worsley
      Pages 103-119
    8. Sustainability and Scalability of CSCL Innovations

      • Nancy Law, Jianwei Zhang, Kylie Peppler
      Pages 121-141
  3. Collaborative Processes

    1. Front Matter

      Pages 143-143
    2. Communities and Participation

      • Yotam Hod, Stephanie D. Teasley
      Pages 145-161
    3. Collaborative Learning at Scale

      • Bodong Chen, Stian Håklev, Carolyn Penstein Rosé
      Pages 163-181
    4. Argumentation and Knowledge Construction

      • Joachim Kimmerle, Frank Fischer, Ulrike Cress
      Pages 183-198
    5. Analysis of Group Practices

      • Richard Medina, Gerry Stahl
      Pages 199-218
    6. Dialogism

      • Stefan Trausan-Matu, Rupert Wegerif, Louis Major
      Pages 219-239
    7. Trialogical Learning and Object-Oriented Collaboration

      • Sami Paavola, Kai Hakkarainen
      Pages 241-259
    8. Knowledge Building: Advancing the State of Community Knowledge

      • Marlene Scardamalia, Carl Bereiter
      Pages 261-279
    9. Metacognition in Collaborative Learning

      • Sanna Järvelä, Jonna Malmberg, Marta Sobocinski, Paul A. Kirschner
      Pages 281-294
    10. Group Awareness

      • Jürgen Buder, Daniel Bodemer, Hiroaki Ogata
      Pages 295-313
    11. Roles for Structuring Groups for Collaboration

      • Bram De Wever, Jan-Willem Strijbos
      Pages 315-331

About this book

CSCL has in the past 15 years (and often in conjunction with Springer) grown into a thriving and active community. Yet, lacking is a comprehensive CSCL handbook that displays the range of research being done in this area. This handbook will provide an overview of the diverse aspects of the field, allowing newcomers to develop a sense of the entirety of CSCL research and for existing community members to become more deeply aware of work outside their direct area. The handbook will also serve as a ready reference for foundational concepts, methods, and approaches in the field. The chapters are written in such a way that each of them can be used in a stand-alone fashion while also serving as introductory readings in relevant study courses or in teacher education. While some CSCL-relevant topics are addressed in the International Handbook of the Learning Sciences and the International Handbook of Collaborative Learning, these books do not aim to present an integrated and comprehensive view of CSCL. The International Handbook of Computer- Supported Collaborative Learning  covers all relevant topics in CSCL, particularly recent developments in the field, such as the rise of computational approaches and learning analytics.


  • Foundations of computer-supported collaborative learning (CSCL)
  • Contexts of computer-supported collaborative learning (CSCL)
  • Methods of computer-supported collaborative learning (CSCL)
  • Outcomes of computer-supported collaborative learning (CSCL)
  • Group formation
  • Dialogism
  • Knowledge construction
  • Knowledge building
  • Object-oriented collaboration
  • Group cognition
  • Socially-shared regulation
  • Design of hard and soft technologies
  • Technology effects and affordances
  • Interactive and mobile surfaces
  • Games and virtual worlds
  • Immersive environments
  • Robots and agents
  • Learning analytics
  • Qualitative & quantitative approaches
  • Multivocality approach


“For emerging and mid-career scholars interested in contributing further to CSCL, this volume offers rich uptake opportunities. Scholars can value this volume for its integrative internationalism and rigor in attending to intellectual history; these characteristics signal that this is the kind of intellectual community worth belonging to. Scholars can refer to this volume for its high-quality consensus summaries across all key CSCL topics, including theory, processes, technologies, and methods.” (Jeremy Roschelle, International Journal of Computer-Supported Collaborative Learning, Vol. 15, 2020)

Editors and Affiliations

  • Leibniz-Institut für Wissensmedien, Tübingen, Germany

    Ulrike Cress

  • Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, USA

    Carolyn Rosé

  • Department of Administration Leadership, and Technology, New York University, New York, USA

    Alyssa Friend Wise

  • Faculty of Informatics, Shizuoka University, Hamamatsu-shi, Japan

    Jun Oshima

About the editors

Ulrike Cress is director of the Leibniz-Institut für Wissensmedien (Knowledge Media Research Center) and professor at the University of Tübingen. She studied psychology in Tuebingen, Germany, did a dissertation about self-regulated learning and got a venia legendi for psychology with a work on the information-exchange dilemma. With her lab "knowledge construction" she is doing research on learning with digital media in formal settings as well as in informal settings. She is especially interested in mass collaboration, and much of her research aims to further develop the Co-Evolution Model of Individual Learning and Collaborative Knowledge Building, which she presented in 2008. She published more than 150 articles in peer-reviewed journals, and about 100 book chapters and contributions to conference proceedings. Since 2015 she is one of the four executive editors of the International Journal of Computer-supported Collaborative Learning.  

Carolyn Rosé is a professor in the School of Computer Science at Carnegie Mellon University. Her research program is focused on better understanding the social and pragmatic nature of conversation and using this understanding to build computational systems that can improve the efficacy of conversation between people, and between people and computers. She grounds her research in the fields of language technologies and human-computer interaction and works closely with the Language Technologies Institute and the Human-Computer Interaction Institute, as well as serving as the director if the TELEDIA lab. Her group’s highly interdisciplinary work, published in over 250 peer reviewed publications, is represented in the top venues in 5 fields: namely, Language Technologies, Learning Sciences, Cognitive Science, Educational Technology, and Human-Computer Interaction, with awards or award nominations in 3 of these fields.

Alyssa Wise is Associate Professor of Learning Sciences and Educational Technology in the Steinhardt School of Culture, Education, and Human Development at New York University and the Director of NYU-LEARN, NYU's pioneering university-wide Learning Analytics Research Network. She holds a Ph.D. in the Learning Sciences and M.S. in Instructional Systems Technology, both from Indiana University, and a B. S. in Chemistry from Yale University. Dr. Wise’s research focuses on the design of learning analytics systems that are theoretically grounded, computationally robust, and pedagogically useful for informing teaching and learning. Her most recent work has focused on analytics of collaboration, reflection, and math learning and the study of how people take up analytics as part of their educational practices. In addition to her numerous research contributions, Dr. Wise serves as Co-Editor-in-Chief of the Journal of Learning Analytics and on the editorial boards of the Journal of the Learning Sciences and the International Journal of Computer-Supported Collaborative Learning

Jun Oshima is a professor at the Graduate School of Integrated Science and Technology at Shizuoka University, Japan. He holds Ph.D. in applied cognitive science from the University of Toronto, M.A. from Hiroshima University, and B.A. from Fukuoka University of Education in educational psychology. Dr. Oshima’s research interest includes the instructional designs for learning as knowledge-creation from elementary schools through post-secondary institutions. Besides the design-based research, He has been conducting the development and application of socio-semantic network analysis of discourse to evaluate collective knowledge advancement in the knowledge-creation practice in recent years. He serves on the editorial boards of The Journal of the Learning Sciences and the International Journal of Computer-Supported Collaborative Learning.

Bibliographic Information

  • Book Title: International Handbook of Computer-Supported Collaborative Learning

  • Editors: Ulrike Cress, Carolyn Rosé, Alyssa Friend Wise, Jun Oshima

  • Series Title: Computer-Supported Collaborative Learning Series

  • DOI:

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-65290-6Published: 09 October 2021

  • Softcover ISBN: 978-3-030-65293-7Published: 09 October 2022

  • eBook ISBN: 978-3-030-65291-3Published: 08 October 2021

  • Series ISSN: 1573-4552

  • Series E-ISSN: 2543-0157

  • Edition Number: 1

  • Number of Pages: XIII, 680

  • Number of Illustrations: 9 b/w illustrations, 25 illustrations in colour

  • Topics: Education, Education, Education, Computers and Education

Buying options

eBook USD 119.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-65291-3
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book USD 159.99
Price excludes VAT (USA)
Hardcover Book USD 219.99
Price excludes VAT (USA)