Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/50132

Peer and Vicarious Framing, Problematization, and Situated Learning in Online Professional Masters Courses

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Item Summary

Title:Peer and Vicarious Framing, Problematization, and Situated Learning in Online Professional Masters Courses
Authors:Gasson, Susan
Donaldson, Jonan
Keywords:Learning in Digital and Social Media
Peer-Learning, Professional Online Education, Situated Learning, Social Cognition, Vicarious Learning
Date Issued:03 Jan 2018
Abstract:This paper presents a socio-cognitive view of collaborative knowledge-building in situated learning. We explore the modes of interaction encountered in an online, professionally-oriented graduate Project Management course, to understand how we can provide the conditions for vicarious and peer knowledge-building that situates learning within the context, cultural identity, and practices of real-world, professional work environments.
Pages/Duration:10 pages
URI/DOI:http://hdl.handle.net/10125/50132
ISBN:978-0-9981331-1-9
DOI:10.24251/HICSS.2018.245
Rights:Attribution-NonCommercial-NoDerivatives 4.0 International
https://creativecommons.org/licenses/by-nc-nd/4.0/
Appears in Collections: Learning in Digital and Social Media


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