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Theories of CSCL

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International Handbook of Computer-Supported Collaborative Learning

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

Abstract

This chapter examines collaborative learning as cognition at the small-group unit of analysis, and highlights theoretical questions concerning interrelationships among individual, collective, and cultural cognition. CSCL is a theory- and research-based pedagogical vision of what collaborative learning could be like, thanks to innovative computational supports and new ways of thinking about learning. Theories of CSCL are shaped by rapidly evolving digital technologies, pedagogical practices, and research methods. Relevant theories can be categorized as: subjective (individual cognition and learning), intersubjective (interactional meaning making), and inter-objective (networks of learners, tools, artifacts, and practices). Theoretical insights suggest ways of enhancing, supporting, and analyzing cognition and learning by individuals, groups, and communities. The emerging ecology of socio-digital participation—involving students’ daily use of computers, mobile devices, social media, and the Internet—requires extending and synthesizing CSCL theories to conceptualize connected learning at multiple levels.

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  • Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4(2), 213–231.—This article generalizes research experiences implementing CSCL in educational practices, expands knowledge building toward the trialogic approach to knowledge-creating learning and works out the notion of knowledge practices. See also (Paavola & Hakkarainen, this volume).

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  • Stahl, G. (2021). Theoretical investigations: Philosophical foundations of group cognition. New York, NY: Springer —This edited volume brings together many of the past articles in the International Journal of CSCL and recent essays by the journal’s editor that are most relevant to this chapter. Together, they point in the direction of CSCL theory indicated here for the future. See also (Medina & Stahl, this volume) and essays that are available at http://gerrystahl.net/elibrary.

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Author information

Authors and Affiliations

  1. College of Computing and Informatics, Drexel University, Philadelphia, PA, USA

    Gerry Stahl

  2. Department of Educational Sciences, University of Helsinki, Helsinki, Finland

    Kai Hakkarainen

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  1. Gerry Stahl
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  2. Kai Hakkarainen
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Correspondence to Gerry Stahl .

Editor information

Editors and Affiliations

  1. Leibniz-Institut für Wissensmedien, Tübingen, Germany

    Ulrike Cress

  2. Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, USA

    Carolyn Rosé

  3. Department of Administration Leadership, and Technology, New York University, New York, NY, USA

    Alyssa Friend Wise

  4. Faculty of Informatics, Shizuoka University, Hamamatsu-shi, Shizuoka, Japan

    Jun Oshima

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Stahl, G., Hakkarainen, K. (2021). Theories of CSCL. In: Cress, U., Rosé, C., Wise, A.F., Oshima, J. (eds) International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-65291-3_2

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  • DOI: https://doi.org/10.1007/978-3-030-65291-3_2

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