Framing Situated Professional Knowledge in Online Learning Communities

dc.contributor.author Gasson, Susan
dc.contributor.author Waters, James
dc.date.accessioned 2019-01-02T23:37:04Z
dc.date.available 2019-01-02T23:37:04Z
dc.date.issued 2019-01-08
dc.description.abstract This paper deepens the theoretical understanding that underpins collaboration through social interaction in professional online learning environments. It explores the use of framing as a theoretical lens to assess "situated" learning in online graduate education. We explore how collaborative knowledge construction is framed in an intense 10 week graduate IS Project Management course. We present a taxonomy of frame challenging, problematization, and legitimation to demonstrate how individual and collective forms of knowledge construction contribute to group learning about professional practice in the context of action. We close with a model that demonstrates how community knowledge is co-constructed through sequences of contextualized frame-proposal, reflective comparison with own experience, frame-problematization and debate, and generic-legitimation of a consensus frame.
dc.format.extent 10 pages
dc.identifier.doi 10.24251/HICSS.2019.007
dc.identifier.isbn 978-0-9981331-2-6
dc.identifier.uri http://hdl.handle.net/10125/59445
dc.language.iso eng
dc.relation.ispartof Proceedings of the 52nd 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 Advances in Teaching and Learning Technologies
dc.subject Collaboration Systems and Technologies
dc.subject Community knowledge & memory, Framing, Online learning, Problematization, Situated knowledge
dc.title Framing Situated Professional Knowledge in Online Learning Communities
dc.type Conference Paper
dc.type.dcmi Text
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