A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities

Abstract

Abstract

This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect a growing emphasis on integrating emerging technologies such as learning analytics, augmented and virtual reality, and artificial intelligence (AI) into collaborative learning contexts. The study uncovers a tension within CSCL between its epistemological and methodological diversity and the need for theoretical coherence. This diversity has allowed the field to adapt and innovate but raises concerns about fragmentation and the risk of losing a unified identity. For example, while scripting remains a foundational topic, debates persist on balancing instructional guidance with learner agency to foster productive collaboration. Looking ahead, the study underscores the need for CSCL to develop integrative theoretical frameworks that bridge its rich historical foundations with the challenges posed by large-scale, distributed, and technology-mediated collaboration. Addressing these challenges, such as aligning AI innovations with existing theories and ensuring cumulative knowledge-building, will be critical for the field's ability to sustain its relevance and influence in understanding collaborative learning in complex educational environments.