Investigation 15. A Paradigmatic Unit of Analysis

Abstract

This essay poses the question: Can CSCL represent a new paradigm of educational research within the learning sciences? It begins by looking at the historical relationship of the two related research communities: computer-supported collaborative learning and the learning sciences. It presents them from the perspective of the author as a participant in those communities during 20 years (1995–2015). It reviews the institutional history of their relationship within the International Society of the Learning Sciences. Trends in the history of philosophy and social theory are then reviewed to motivate an innovative contemporary paradigm. A “post-cognitive” educational paradigm is proposed that focuses on group interaction as the unit of analysis that is most central to CSCL. Finally, the author’s CSCL research agenda is described as an illustration of a candidate approach. In conclusion, it is proposed that CSCL research should focus on the analysis of group processes and practices and that the analysis at this level could be considered foundational for the learning sciences.