Towards a cognitive ecological framework in cscl

Marcela Borge, Emma Mary Mercier

Research output: Contribution to journalConference article

Abstract

The field of computer-supported collaborative learning uses a range of theories, grounded in different epistemic frameworks, to conduct research and design learning opportunities. While some studies use multiple theories, and attempt to bridge the frameworks, most use a single theory, considering learning from just one perspective. We argue that this can lead to a reduction in what we can understand about learning from each study, and has implications for the quality of designs and limits the possibility of uptake of CSCL tools beyond the specific research context. Drawing on other fields, we identify the potential and need for an ecological framework to inform research and design work, and argue for its importance in the development of the CSCL field (1).

Original languageEnglish (US)
Pages (from-to)336-343
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume1
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

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learning
learning theory
grounded theory

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Towards a cognitive ecological framework in cscl. / Borge, Marcela; Mercier, Emma Mary.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 1, No. 2018-June, 01.01.2018, p. 336-343.

Research output: Contribution to journalConference article

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