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Peer and Vicarious Framing, Problematization, and Situated Learning in Online Professional Masters Courses
|Title:||Peer and Vicarious Framing, Problematization, and Situated Learning in Online Professional Masters Courses|
|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.|
|Rights:||Attribution-NonCommercial-NoDerivatives 4.0 International|
|Appears in Collections:||
Learning in Digital and Social Media|
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