Conceptualizations of Learning in ijCSCL

Abstract

This paper presents an analysis of conceptualizations of learning in International Journal of Computer-Supported Collaborative Learning articles from a 5-year period and a comparison data set of articles in the same period from the Journal of Educational Psychology. Findings are interpreted through the lens of critical pedagogy. Findings reveal a conceptualization of learning in the educational psychology articles that is problematic in terms of supporting and reproducing systems of oppression but learning scientists who study computer-supported collaborative learning tend to use a conceptualization of learning that is agentic, empowering, and aligned with critical pedagogy.