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A Conceptual Stance on CSCL History

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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

CSCL is focused on the interdependence of social interaction and computational artifacts. A computational artifact mediates participants’ sensemaking in the collaboration. The sensemaking is dependent on what the participants do together with the computational artifact. The analysis of this mediation unveils core CSCL processes. CSCL draws on foundations in social, learning, and computer sciences. In this historical chapter, we focus on epistemic issues in CSCL. The focus on methodological stances and computational artifacts varies between the different strands of research, whereas the epistemological stances were established early on in the history of CSCL and have remained stable. Conceptualizing CSCL as the interdependency between collaborating participants and computational artifacts requires the definition of a unit of analysis that can explain and help us understand what and how people learn in collaboration. The way concepts in CSCL studies are operationalized signals the epistemological stance that authors make use of.

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Notes

  1. 1.

    The database was queried in May 2020 for publications in which the Title, Abstract, Keywords, or Publication Source contained the terms computer-supported AND collaborative AND learning, as well as any in which the Title, Abstract, or Keywords contain the term cscl AND (collaborative OR cooperation OR education OR learning) or the Publication Source includes the term cscl.

  2. 2.

    All sources referring to specific CSCL conferences have been gathered together in the first row. This has been done for clarity as particular conferences are cited in varying ways. For example, two publications can be cited from the CSCL conference in 2017, but one is cited as CSCL conference and the other is cited as 2017 CSCL conference.

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Further Readings

  • Furberg, A., Kluge, A., & Ludvigsen, S. (2013). Student sensemaking with science diagrams in a computer-based setting. International Journal of Computer-Supported Collaborative Learning, 8(1), 41–64. In this paper, the authors report on a study of students’ conceptual sensemaking with science diagrams within a computer-based learning environment aimed at supporting collaborative learning. Through the microanalysis of students’ interactions in a project about energy and heat transfer, they demonstrate how representations become productive social and cognitive resources in the students’ conceptual sensemaking. This paper is typical for studies with a sociocultural stance in CSCL.

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  • Hall, K., Vogel, A., Huang, G., Serrano, K., Rice, E., Tsakraklides, S., & Fiore, S. (2018). The science of team science: A review of the empirical evidence and research gaps on collaboration in science. American Psychological Association, 73(4), 532–548. This review is relevant to CSCL in that it provides empirical evidence on how interdisciplinary scientific teams can improve the science that they produce together. The review summarizes the empirical findings from the Science of Team Science literature, which centers around five key themes: the value of team science, team composition and its influence on team science performance, formation of science teams, team processes central to effective team functioning, and institutional influences on team science. Cross-cutting issues are discussed in the context of new research opportunities to further advance the Science of Team Science evidence and better inform policies and practices for effective team science.

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  • Jeong, H., Hmelo-Silver, C. E., & Yu, Y. (2014). An examination of CSCL methodological practices and the influence of theoretical frameworks, 2005–2009. International Journal of Computer-Support Collaborative Learning, 9(3), 305–334. This paper provides an overview of CSCL methodological practices. CSCL is an interdisciplinary research field where several theoretical and methodological traditions converge. In the paper, CSCL research methodology is examined in terms of (1) research designs, (2) research settings, (3) data sources, and (4) analysis methods. In addition, the authors examine how these dimensions are related to the theoretical frameworks of the research. Methodological challenges of the field are discussed along with suggestions to move the field toward meaningful synthesis.

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  • Lund, K., RosĂ©, C. P., Suthers, D. D., & Baker, M. (2013). Epistemological encounters in multivocal settings. In D. D. Suthers, K. Lund, C. P. RosĂ©, C. Teplovs, & N. Law (Eds.), Productive multivocality in the analysis of group interactions. C. Hoadley & N. Miyake (Series Eds.), Computer supported collaborative learning series (Vol. 15, pp. 659–682). Springer. In this chapter, the authors argue for maintaining the diversity of epistemological approaches while either achieving complementarity within explanatory frameworks on different levels or maintaining productive tension. They highlight four ways to do this: (1) Leverage the project’s boundary object in order to broaden epistemological views, (2) use alternative operationalization to bring out different aspects of a complex analytical construct, (3) enrich a method’s key analytic constructs with new meanings in an isolated manner, and (4) recognize that incommensurability radicalizes researcher positions but also makes researchers more aware of their constraints.

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  • Shaffer, D. W. (2017). Quantitative ethnography. Cathcart Press. In his book, Shaffer proposes a new discipline called quantitative ethnography. The recent development of information technologies and computer science would make it possible for us to treat big data in the CSCL field. Along with a robust epistemic stance, Shaffer explores a new direction of analyzing collaboration computationally.

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Acknowledgments

The authors would like to warmly thank Sebastian Grauwin for his work regarding the scientometrics in this chapter (cf. http://sebastian-grauwin.com/XYZ_EDUCMAP/). The authors are also grateful to the ASLAN project (ANR-10-LABX-0081) of Université de Lyon, for its financial support within the program “Investissements d’Avenir” (ANR-11-IDEX-0007) of the French government operated by the National Research Agency (ANR).

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Authors and Affiliations

  1. Faculty of Educational Sciences, University of Oslo, Oslo, Norway

    Sten Ludvigsen

  2. CNRS, Ecole Normale Supérieure de Lyon, University of Lyon, Lyon, France

    Kristine Lund

  3. Research and Education Center for the Learning Sciences, Shizuoka University, Shizuoka-shi, Japan

    Jun Oshima

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  1. Sten Ludvigsen
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  2. Kristine Lund
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  3. Jun Oshima
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Correspondence to Sten Ludvigsen .

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Editors and Affiliations

  1. Leibniz-Institut fĂĽr Wissensmedien, TĂĽbingen, 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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Ludvigsen, S., Lund, K., Oshima, J. (2021). A Conceptual Stance on CSCL History. 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_3

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