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

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.