Coding schemes as lenses on collaborative learning
Purpose: Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various conceptual frameworks toward a comprehensive understanding of CSCL. However, as the definition of CSCL is varied and contextualized, it is critical to develop a shared understanding of collaboration and common definitions for the metrics that are used.
Design/methodology/approach: This research collected coding schemes from researchers with diverse research backgrounds who participated in a series of workshops on collaborative learning and adaptive supports in CSCL as well as coding schemes from recent volumes of the International Journal of Computer-Supported Collaborative learning (ijCSCL). Each original coding scheme was reviewed to generate an empirically grounded framework that reflects collaborative learning models.
Findings: The analysis generated 13 categories, which were further classified into three domains: cognitive, social, and integrated. Most coding schemes contained categories in the cognitive and integrated domains.
Practical implications: This synthesized coding scheme could be used as a toolkit for researchers to pay attention to the multiple and complex dimensions of collaborative learning and for developing a shared language of collaborative learning
Originality/ Value: By analyzing a set of coding schemes, we highlight what CSCL researchers find important by making these implicit understandings of collaborative learning visible and by proposing a common language for researchers across disciplines to communicate by referencing a synthesized framework.