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Redesign of the Technology Component of a Japanese Language Course Using a Model of Situated Cognition
PROCEEDINGS

, Educational Psychology University of Alberta, Canada ; , Arts Resource Center University of Alberta, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper first reviews the framework of situated cognition that is intended as the theoretical underpinnings for the redesign of (the technology component of) an undergraduate foreign language course. Secondly, this paper analyses the data from three surveys and two focus groups collected in the course. Based on the findings from the analysis, this paper discusses how a potentially more effective and robust learning environment may be created using situated cognition to guide the redesign of the (technology component of the) course. Specifically, a contextual learning environment, the social aspect of learning, and scaffolding provided at some specially difficult points of learning are explored for creating such an effective and robust learning environment.

Citation

Pan, G. & Wiebe, G. (2003). Redesign of the Technology Component of a Japanese Language Course Using a Model of Situated Cognition. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1122-1125). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 29, 2020 from .

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