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

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.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.identifier.doi	10.24251/HICSS.2018.245
dc.identifier.isbn	978-0-9981331-1-9
dc.identifier.uri	http://hdl.handle.net/10125/50132
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

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