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4 references
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- Vol 3 TE: App C
conceptual changecognitive apprenticeshipscaffoldingknowledge buildingmetacognitioncollaborative learningdesign-based researchdisciplinary practicesEdited book Evidence summaryAt a glance
Sawyer’s handbook presents the learning sciences as an interdisciplinary, design-oriented field concerned with how people learn in classrooms, communities, workplaces, and technology-rich settings.
Key ideas
Across cognitive, sociocultural, and computational traditions, chapters emphasize that robust learning involves organized knowledge, participation in meaningful practices, collaboration, metacognition, and the ability to use understanding in new situations. The field studies learning as it unfolds and also designs environments intended to improve it, often through iterative design-based research. Core topics include conceptual change, cognitive apprenticeship, scaffolding, discourse, knowledge building, collaborative learning, disciplinary practices, assessment, informal learning, and educational technology. The handbook rejects a simple opposition between instruction and discovery: effective environments provide structure, representations, feedback, and guidance while learners actively explain, inquire, create, and regulate.
Why it matters
Its practical contribution is a set of complementary theories and methods for connecting fine-grained learning processes with the redesign of curricula, tools, classrooms, and educational systems.
View or buy the cited work >>Read a similar article free online >>
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- Vol 2 RE: Chapter 14, App D, App E
- Vol 3 RE: Chapters 2, 13
conceptual changecognitive apprenticeshipscaffoldingknowledge buildingmetacognitioncollaborative learningdesign-based researchdisciplinary practicesEdited book Evidence summaryAt a glance
Sawyer’s handbook presents the learning sciences as an interdisciplinary, design-oriented field concerned with how people learn in classrooms, communities, workplaces, and technology-rich settings.
Key ideas
Across cognitive, sociocultural, and computational traditions, chapters emphasize that robust learning involves organized knowledge, participation in meaningful practices, collaboration, metacognition, and the ability to use understanding in new situations. The field studies learning as it unfolds and also designs environments intended to improve it, often through iterative design-based research. Core topics include conceptual change, cognitive apprenticeship, scaffolding, discourse, knowledge building, collaborative learning, disciplinary practices, assessment, informal learning, and educational technology. The handbook rejects a simple opposition between instruction and discovery: effective environments provide structure, representations, feedback, and guidance while learners actively explain, inquire, create, and regulate.
Why it matters
Its practical contribution is a set of complementary theories and methods for connecting fine-grained learning processes with the redesign of curricula, tools, classrooms, and educational systems.
View or buy the cited work >>Read a similar article free online >>
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- Vol 4 RE: Chapter 6
self-regulated learningsocially shared regulationcollaborative learningadaptive learning environmentslearning analyticsfeedback scaffoldinghelp seekinglearner agencyJournal article Evidence summaryAt a glance
Sharma, Nguyen, and Hong systematically review empirical studies connecting adaptive digital learning environments with self-regulated and socially shared regulation in collaborative learning. Their search and coding identify seven recurring objectives: feedback and scaffolding, regulatory skills and strategies, learning trajectories, collaborative processes, adaptation and regulation, self-assessment, and help seeking.
Key ideas
Adaptive systems can personalize prompts, representations, feedback, and paths, while collaboration introduces collective planning, monitoring, control, and reflection that cannot be inferred from individual traces alone. The literature uses heterogeneous theoretical models, settings, technologies, and measures, limiting cumulative conclusions. Important gaps include few informal-learning studies, weak theoretical convergence between individual and shared regulation, and difficulty monitoring how regulation is coordinated across group members. The authors call for clearer constructs, multimodal and process-sensitive measures, and designs that support rather than automate learner agency.
Why it matters
The review provides a map of opportunities but does not establish that adaptation by itself improves regulation or collaboration.
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- Vol 3 RE: Chapter 15
- Vol 7 RE: Chapter 6
computer-supported collaborative learningcomputer-mediated interactionshared meaning makinggroup cognitionshared representationscollaborative problem solvingBook chapter Evidence summaryAt a glance
Stahl, Koschmann, and Suthers trace computer-supported collaborative learning as a field formed at the intersection of collaborative learning, educational technology, and the learning sciences. Early computer-assisted instruction often treated learners as isolated recipients; CSCL instead investigates how groups construct shared meaning through technologically mediated interaction.
Key ideas
The chapter distinguishes cooperation, where work may be divided among individuals, from collaboration involving ongoing negotiation and joint problem solving. It reviews intellectual roots in Vygotskian, situated, constructivist, and group-cognition traditions, along with conferences, systems, and changing research questions. Technology can provide communication media, shared representations, prompts, persistent records, and coordination support, but its educational effect depends on social practices and task design. The authors compare experimental, descriptive, and iterative design methodologies and argue that no single level of analysis is sufficient.
Why it matters
CSCL research must examine individual outcomes, interaction sequences, group meaning making, artifacts, and institutional settings without reducing collaboration to software features.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
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