University of Oulu

Isohätälä, J., Näykki, P., Järvelä, S. et al. Social sensitivity: a manifesto for CSCL research. Intern. J. Comput.-Support. Collab. Learn 16, 289–299 (2021).

Social sensitivity : a manifesto for CSCL research

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Author: Isohätälä, Jaana1; Näykki, Piia2; Järvelä, Sanna1;
Organizations: 1University of Oulu, Oulu, Finland
2University of Jyväskylä, Jyväskylä, Finland
3Telecom Paris & CNRS, Paris, France
4University of Lyon & CNRS, Lyon, France
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
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Language: English
Published: Springer Nature, 2021
Publish Date: 2022-05-25


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.

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Series: International journal of computer-supported collaborative learning
ISSN: 1556-1607
ISSN-E: 1556-1615
ISSN-L: 1556-1607
Volume: 16
Issue: 2
Pages: 289 - 299
DOI: 10.1007/s11412-021-09344-8
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This paper has been inspired by the “Current and emerging technologies in research for human learning and interaction workshop”, held at the University of Oulu, Finland, in October 2019. The workshop was funded by Earli Special Interest Groups 20 and 26, the University of Oulu GenZ profiling project, and the ASLAN project (ANR-10-LABX-0081) of Université de Lyon, within the program "Investissements d'Avenir" (ANR-11-IDEX-0007) of the French government operated by the National Research Agency (ANR).
Copyright information: © International Society of the Learning Sciences, Inc. 2021. This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: