ABSTRACT
This edition of the International Journal of Computer-Supported Collaborative Learning comes just as many of us are about to or have recently begun a new academic year. Though COVID continues to be a force to contend with, this Fall brings a marked change from the past few Falls in terms of the ability to gather and enjoy community. This September issue comprises four full articles with three interrelated themes, namely, the ability to grow, assessments to measure growth, and real time assessment through analytics to prompt growth. These topics are contextualized within challenging contexts where growth occurs as individuals reach beyond the comfort zone of their own perspective, culture, and history, and reach out for others different from themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This edition of the International Journal of Computer-Supported Collaborative Learning comes just as many of us are about to or have recently begun a new academic year. Though COVID continues to be a force to contend with, this Fall brings a marked change from the past few Falls in terms of the ability to gather and enjoy community. This September issue comprises four full articles with three interrelated themes, namely, the ability to grow, assessments to measure growth, and real time assessment through analytics to prompt growth. These topics are contextualized within challenging contexts where growth occurs as individuals reach beyond the comfort zone of their own perspective, culture, and history, and reach out for others different from themselves. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Technologies for computer-supported collaborative learning (CSCL) are playing an increasingly prominent role in educational contexts, especially as teachers and students strive to deal with pandemic-related constraints. However, the technologies being used for collaboration on a daily basis are not sufficiently equipped to promote collaborative learning as both a cognitive and a socio-emotional process. They may even run the risk of hindering the constructive exchange of ideas and provoking disputes and negative encounters. In this squib, we argue that the field of CSCL is failing to address this risk, because our research efforts are far too scattered and siloed. We introduce a manifesto of social sensitivity: increasing interdisciplinary efforts to enhance constructively critical, respectful, and cohesive collaborations in technology-supported environments. We call for concrete actions in CSCL research that ultimately contribute to more democratic and equitable collaborations.