The group as paradigmatic unit of analysis: The contested relationship of CSCL to the Learning Sciences

This chapter looks at the relationship of two historically and institutionally related research communities: Computer-Supported Collaborative Learning (CSCL) and the Learning Sciences (LS). It presents them from the perspective of the author as a participant in those communities during the past 20 years. It reviews the institutional history of their relationship within the International Society of the Learning Sciences (ISLS). The question is then posed: Do CSCL or LS represent a new paradigm of educational research? Trends in the history of philosophy and social theory are reviewed to motivate a contemporary paradigm. A post-cognitive educational paradigm is proposed that focuses on group interaction as the unit of analysis. 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 should be considered foundational for LS.