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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dc.contributor.author Gasson, Susan
dc.contributor.author Donaldson, Jonan
dc.date.accessioned 2017-12-28T00:55:37Z
dc.date.available 2017-12-28T00:55:37Z
dc.date.issued 2018-01-03
dc.identifier.isbn 978-0-9981331-1-9
dc.identifier.uri http://hdl.handle.net/10125/50132
dc.description.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.
dc.format.extent 10 pages
dc.language.iso eng
dc.relation.ispartof Proceedings of the 51st Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Learning in Digital and Social Media
dc.subject Peer-Learning, Professional Online Education, Situated Learning, Social Cognition, Vicarious Learning
dc.title Peer and Vicarious Framing, Problematization, and Situated Learning in Online Professional Masters Courses
dc.type Conference Paper
dc.type.dcmi Text
dc.identifier.doi 10.24251/HICSS.2018.245
Appears in Collections: Learning in Digital and Social Media


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