CSCL in Times of Crisis


Contributor: Armin Weinberger (Saarland University)

The COVID-19 pandemic has changed school and higher education on a global scale with the rise of online teaching and learning. Online education typically involves the organization of learning objects for widely self-regulated forms of individual learning. Students and teachers alike often miss out on direct, mutual feedback of co-present social interaction.

Collaborative forms of learning aim to develop practices of collaboration and critical thinking as well as skills for working together, building trust, and equal access to quality education. In a series of online events and resources for realizing CSCL in a time of crisis the CSCL Community has invited CSCL practitioners and researchers to share practical approaches, practices, and tools for learning collaboratively online for building a repository of CSCL practices.

The Computer-Supported Collaborative Learning (CSCL) community of the International Society of the Learning Sciences (ISLS) together with the Network of Academic Programs in the Learning Sciences (NAPLeS) offered a live webinar series with presentations as well as Q & A about effective practices, approaches, and tools for fostering a sense of co-presence and community in online teaching and learning.

The 13 webinars took place weekly, starting on Wednesday, January 13th, 2021.

Webinar videos will be posted here soon.

These abstracts are living documents provided and modified by NAPLeS members. The more contributions we have towards refining the documents the more representative they will be of the community as a whole. If you would like to suggest revisions, please contact [email protected].

Syllabi and Slides

Analysis of Discourse Data slides by Karsten Stegmann and Armin Weinberger

Video Resources

Listen to the Analysis of Discourse Data webinar


Basic Reading:
  • Stegmann, K., & Fischer, F. (2011). Quantifying qualities in collaborative knowledge construction: The analysis of online discussions. In Analyzing Interactions in CSCL (pp. 247-268). Springer US.
Additional Reading:
  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6–28. doi: 10.1016/j.compedu.2005.04.005
  • Mu, J., Stegmann, K., Mayfield, E., Rosé, C. & Fischer, F. (2012). The ACODEA framework: Developing segmentation and classification schemes for fully automatic analysis of online discussions. International Journal of Computer-Supported Collaborative Learning, 7(2), 285–305.
  • Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in Computer-Supported Collaborative Learning. Computers and Education, 46(1), 71–95. doi: 10.1016/j.compedu.2005.04.003
  • Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416-426. doi: 10.1016/j.learninstruc.2007.03.007

Learning Scientists Who Have Researched This Topic

  • Michelle Chi
  • Bram de Wever
  • Gregory Dyke
  • Diane Kuhn
  • Selma Leitão
  • Kris Lund
  • Carolyn Rosé
  • Karsten Stegmann
  • Jan-Willem Strijbos
  • Armin Weinberger