Towards a cognitive ecological framework in cscl

The field of computer-supported collaborative learning uses a range of theories, grounded in different epistemic frameworks, to conduct research and design learning opportunities. While some studies use multiple theories, and attempt to bridge the frameworks, most use a single theory, considering learning from just one perspective. We argue that this can lead to a reduction in what we can understand about learning from each study, and has implications for the quality of designs and limits the possibility of uptake of CSCL tools beyond the specific research context. Drawing on other fields, we identify the potential and need for an ecological framework to inform research and design work, and argue for its importance in the development of the CSCL field (1).