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

Date
2018-01-03
Authors
Gasson, Susan
Donaldson, Jonan
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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.
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Keywords
Learning in Digital and Social Media, Peer-Learning, Professional Online Education, Situated Learning, Social Cognition, Vicarious Learning
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