Social sensitivity: a manifesto for CSCL research

Abstract

Technologies for computer-supported collaborative learning (CSCL) are playing an increasingly prominent role in educational contexts, especially as teachers and students strive to deal with pandemic-related constraints. However, the technologies being used for collaboration on a daily basis are not sufficiently equipped to promote collaborative learning as both a cognitive and a socio-emotional process. They may even run the risk of hindering the constructive exchange of ideas and provoking disputes and negative encounters. In this squib, we argue that the field of CSCL is failing to address this risk, because our research efforts are far too scattered and siloed. We introduce a manifesto of social sensitivity: increasing interdisciplinary efforts to enhance constructively critical, respectful, and cohesive collaborations in technology-supported environments. We call for concrete actions in CSCL research that ultimately contribute to more democratic and equitable collaborations.

Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach

“…Online break-out room activities mediated computer-supported collaborative learning to reveal these outcomes. Although individual differences affect computer-supported collaborative learning, social sensitivity enables people to get together respectfully, constructively, and cohesively, so that equitable collaborations (Isohätälä et al, 2021 ). With this understanding, democratic participation was supported as well.…”

Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning

“…Future research is needed to examine whether students typified as SOER also contribute to, for example, positive socio-emotional interactions, whether they stimulate group cohesion, the extent to which they seek or provide help, the amount and type of feedback they give to peers, etc. (Isohätälä et al, 2021;Ludvigsen, 2016). These less cognitive dimensions of CSCL also have a significant impact on the success and outcomes of CSCL, but were not taken into account in the current study.…”

Social Sensitivity Improvement through Collaborative Learning Models in Islamic Religious Education

“…Communication is an element that can affect learning success (Saebani, 2019) as well as an indicator of interpersonal intelligence (Juniarti et al, 2019). This shows that students' social sensitivity has increased because of an increased ability to communicate verbally and non-verbally (Isohätälä et al, 2021).…”

“…Collaborative learning will be strongly influenced by cognitive abilities and socio-emotional processes. Therefore, social sensitivity can be formed through individual abilities and collective social interaction (Isohätälä et al, 2021).…”