How Can Teachers Facilitate Computer-Supported Collaborative Learning? A Literature Review of Teacher Intervention in CSCL

Computer-supported collaborative learning (CSCL) has evolved rapidly in the last three decades, and teacher interventions have regained attention. Based on 106 articles in The International Journal of Computer-SupportedCollaborative Learning, the study focuses on teacher intervention in CSCL, summarizing three significant issues regarding their definition, mechanism, and theoretical foundation. The definition includes the definition of teacher and intervention in CSCL. Themechanism of teacher intervention consists of six aspects of intervention content, intervention level, intervention timing, interventionmethod, technical tools of intervention, and influencing factors. The theoretical foundation includes Knowledge Building Theory, Script Theory, Social Cognitive Theory, and Instrumental Genesis Theory. Finally, this paper proposes a framework for teacher intervention in CSCL, aiming to provide theoretical and practical references for CSCL-related teachers and researchers, enhancing teachers' literacy of learning sciences.