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Collaborative science? Formalism and a unified language: Future directions for computer-supported collaborative learning.

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Title: Collaborative science? Formalism and a unified language: Future directions for computer-supported collaborative learning.
Authors: Ludvigsen, Sten1 (AUTHOR) s.r.ludvigsen@iped.uio.no, Arnseth, Hans C.1 (AUTHOR), Silseth, Kenneth1 (AUTHOR), Steier, Rolf2 (AUTHOR)
Source: International Journal of Computer-Supported Collaborative Learning. Sep2025, Vol. 20 Issue 3, p403-414. 12p.
Subject Terms: *Collaborative learning, *Standard language, *Teaching methods, *Research methodology, Sociocultural factors, Digital technology
Abstract: The article discusses the need for a unified language and formalism in the field of computer-supported collaborative learning (CSCL) to enhance research coherence and cumulative knowledge development. The authors respond to questions raised by the editors of the International Journal of Computer-Supported Collaborative Learning regarding the fragmentation of CSCL and propose a meta-stance that integrates cognitive, socio-cognitive, and socio-cultural perspectives through the concept of learning mechanisms. They emphasize the importance of understanding meaning-making processes in collaborative settings, particularly in the context of advanced digital tools and infrastructures, and advocate for a formalism that captures the dynamic interactions between participants and technology. The authors argue that a more unified approach could facilitate better theoretical and methodological advancements in CSCL and potentially lead to the emergence of a broader collaborative science. [Extracted from the article]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Standard+language%22">Standard language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink>
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  Data: The article discusses the need for a unified language and formalism in the field of computer-supported collaborative learning (CSCL) to enhance research coherence and cumulative knowledge development. The authors respond to questions raised by the editors of the International Journal of Computer-Supported Collaborative Learning regarding the fragmentation of CSCL and propose a meta-stance that integrates cognitive, socio-cognitive, and socio-cultural perspectives through the concept of learning mechanisms. They emphasize the importance of understanding meaning-making processes in collaborative settings, particularly in the context of advanced digital tools and infrastructures, and advocate for a formalism that captures the dynamic interactions between participants and technology. The authors argue that a more unified approach could facilitate better theoretical and methodological advancements in CSCL and potentially lead to the emergence of a broader collaborative science. [Extracted from the article]
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  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11412-025-09448-5
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        Text: English
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              M: 09
              Text: Sep2025
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