Characterizing Digital Contexts of Collaborative Learning: An Updated Classification Scheme for Computer-Mediated Communication

Abstract

The learning sciences is concerned with studying how learners interact with each other in technologically-mediated environments, but core similarities and differences among tools are rarely addressed, limiting our ability to build a collective knowledge base. To address the issue, we present a revised version of Herring’s (2007) scheme for classifying technological contexts of communication, updated for current technologies and their uses.