{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,4]],"date-time":"2026-04-04T00:51:09Z","timestamp":1775263869057,"version":"3.50.1"},"reference-count":71,"publisher":"Association for Computing Machinery (ACM)","issue":"4","license":[{"start":{"date-parts":[[2018,11,2]],"date-time":"2018-11-02T00:00:00Z","timestamp":1541116800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["SIGMIS Database"],"published-print":{"date-parts":[[2018,11,2]]},"abstract":"<jats:p>Few studies have explored how to simulate the experiential learning of professional knowledge domains in online graduate courses. This paper addresses how to provide the type of deep, socially situated learning that is achieved in professional practice by employing peer and vicarious learning in discussion forums. We start by describing what we have learned about scaffolding peer learning environments from prior studies. We distinguish vicarious learning, which exposes and sensitizes students to situated knowledge based on observation of peer discussions, from peer interactions which engage students actively in co-constructing knowledge about professional practice. Then we present findings from a 10-week graduate course in Information Systems Project Management. Our findings present evidence for vicarious learning from observing peer interactions, and of interactive peer learning that not only demonstrates the co-construction of knowledge across learners but also uncovers a collaborative process based on a sense of community identity. We end with a substantive theory of social cognition in community learning based on our findings. The intention is to provide a framework for the evaluation of collaborative knowledge construction, so that courses may support deep, experiential learning in graduate online professional education.<\/jats:p>","DOI":"10.1145\/3290768.3290774","type":"journal-article","created":{"date-parts":[[2018,11,5]],"date-time":"2018-11-05T08:02:25Z","timestamp":1541404945000},"page":"46-77","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":8,"title":["Simulating Experiential Learning in Professional Online Courses"],"prefix":"10.1145","volume":"49","author":[{"given":"Susan","family":"Gasson","sequence":"first","affiliation":[{"name":"Drexel University, Philadelphia, PA, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"James","family":"Waters","sequence":"additional","affiliation":[{"name":"Neumann University, Aston, PA, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"320","published-online":{"date-parts":[[2018,11,2]]},"reference":[{"key":"e_1_2_1_1_1","volume-title":"Notes on the synthesis of form","author":"Alexander C.","year":"1964","unstructured":"Alexander , C. ( 1964 ). Notes on the synthesis of form . New York, NY : McGraw Hill . Alexander, C. (1964). Notes on the synthesis of form. New York, NY: McGraw Hill."},{"key":"e_1_2_1_2_1","volume-title":"The Cambridge handbook of the learning sciences (pp. 439--460)","author":"Andriessen J.","year":"2014","unstructured":"Andriessen , J. , & Baker , M. ( 2014 ). Arguing to learn . In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 439--460) . Cambridge, MA : Cambridge University Press . Andriessen, J., & Baker, M. (2014). Arguing to learn. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 439--460). Cambridge, MA: Cambridge University Press."},{"issue":"5","key":"e_1_2_1_3_1","first-page":"115","article-title":"Double loop learning in organizations","volume":"55","author":"Argyris C.","year":"1977","unstructured":"Argyris , C. , & Sch\u00f6n , D. ( 1977 ). Double loop learning in organizations . Harvard Business Review , 55 ( 5 ), 115 -- 125 . Argyris, C., & Sch\u00f6n, D. (1977). Double loop learning in organizations. Harvard Business Review, 55(5), 115--125.","journal-title":"Harvard Business Review"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-6486.00288"},{"key":"e_1_2_1_5_1","volume-title":"Social foundations of thought and action: A social cognitive theory","author":"Bandura A.","year":"1986","unstructured":"Bandura , A. ( 1986 ). Social foundations of thought and action: A social cognitive theory . Englewood Cliffs, NJ : Prentice Hall . Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall."},{"issue":"2","key":"e_1_2_1_6_1","first-page":"273","article-title":"Developing complicated understanding in administrators","volume":"8","author":"Bartunek J. M.","year":"1983","unstructured":"Bartunek , J. M. , Gordon , J. R. , & Weathersby , R. P. ( 1983 ). Developing complicated understanding in administrators . Academy of Management Review , 8 ( 2 ), 273 -- 284 . Bartunek, J. M., Gordon, J. R., & Weathersby, R. P. (1983). Developing complicated understanding in administrators. Academy of Management Review, 8(2), 273--284.","journal-title":"Academy of Management Review"},{"key":"e_1_2_1_7_1","volume-title":"Gephi: An open source software for exploring and manipulating networks. Paper presented at the Third International ICWSM Conference","author":"Bastian M.","year":"2009","unstructured":"Bastian , M. , Heymann , S. , & Jacomy , M. ( 2009 ). Gephi: An open source software for exploring and manipulating networks. Paper presented at the Third International ICWSM Conference . Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: An open source software for exploring and manipulating networks. Paper presented at the Third International ICWSM Conference."},{"issue":"2","key":"e_1_2_1_8_1","first-page":"12","article-title":"Good moves\" in knowledge-creating dialogue","volume":"11","author":"Bereiter C.","year":"2016","unstructured":"Bereiter , C. , & Scardamalia , M. ( 2016 ). \" Good moves\" in knowledge-creating dialogue . QWERTY-Open and Interdisciplinary Journal of Technology, Culture and Education , 11 ( 2 ), 12 -- 26 . Bereiter, C., & Scardamalia, M. (2016). \"Good moves\" in knowledge-creating dialogue. QWERTY-Open and Interdisciplinary Journal of Technology, Culture and Education, 11(2), 12--26.","journal-title":"QWERTY-Open and Interdisciplinary Journal of Technology, Culture and Education"},{"key":"e_1_2_1_9_1","volume-title":"The social construction of reality: A treatise in the sociology of knowledge","author":"Berger P. L.","year":"1966","unstructured":"Berger , P. L. , & Luckman , T. ( 1966 ). The social construction of reality: A treatise in the sociology of knowledge . Garden City, NY : Doubleday & Company Inc . Berger, P. L., & Luckman, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Garden City, NY: Doubleday & Company Inc."},{"key":"e_1_2_1_10_1","first-page":"159","volume-title":"W. E. Bijker, T. P. Hughes & T","author":"Bijker W. E.","year":"1987","unstructured":"Bijker , W. E. ( 1987 ). The social construction of Bakelite . In W. E. Bijker, T. P. Hughes & T . J. Pinch (Eds.), The social construction of technological systems: New directions in the sociology and history of technology (pp. 159 -- 187 ). Cambridge, MA : MIT Press . Bijker, W. E. (1987). The social construction of Bakelite. In W. E. Bijker, T. P. Hughes & T. J. Pinch (Eds.), The social construction of technological systems: New directions in the sociology and history of technology (pp. 159--187). Cambridge, MA: MIT Press."},{"key":"e_1_2_1_11_1","doi-asserted-by":"publisher","DOI":"10.1287\/orsc.5.3.456"},{"key":"e_1_2_1_12_1","volume-title":"D. Boud, R. Cohen & J","author":"Boud D.","year":"2014","unstructured":"Boud , D. ( 2014 ). Introduction: Making the move to peer learning . In D. Boud, R. Cohen & J . Sampson (Eds.), Peer learning in higher education: Learning from and with each other. New York, NY : Routledge . Boud, D. (2014). Introduction: Making the move to peer learning. In D. Boud, R. Cohen & J. Sampson (Eds.), Peer learning in higher education: Learning from and with each other. New York, NY: Routledge."},{"key":"e_1_2_1_13_1","volume-title":"D. Boud & D","author":"Boud D.","year":"1991","unstructured":"Boud , D. , & Walker , D. ( 1991 ). Experience and learning: Reflection at work . In D. Boud & D . Walker (Eds.), Eae600 adults learning in the workplace: Part A. Adult and workplace education. Geelong, Victoria, Australia 3217: Faculty of Education, Deakin University . Boud, D., & Walker, D. (1991). Experience and learning: Reflection at work. In D. Boud & D. Walker (Eds.), Eae600 adults learning in the workplace: Part A. Adult and workplace education. Geelong, Victoria, Australia 3217: Faculty of Education, Deakin University."},{"key":"e_1_2_1_14_1","doi-asserted-by":"publisher","DOI":"10.5555\/3216672.3216675"},{"key":"e_1_2_1_15_1","doi-asserted-by":"publisher","DOI":"10.1287\/orsc.12.2.198.10116"},{"key":"e_1_2_1_16_1","volume-title":"Systems thinking systems practice: Includes a 30 year retrospective","author":"Checkland P.","year":"1999","unstructured":"Checkland , P. ( 1999 ). Systems thinking systems practice: Includes a 30 year retrospective ( 2 nd ed.). Chichester, UK : John Wiley & Sons . Checkland, P. (1999). Systems thinking systems practice: Includes a 30 year retrospective (2nd ed.). Chichester, UK: John Wiley & Sons.","edition":"2"},{"issue":"1","key":"e_1_2_1_17_1","doi-asserted-by":"crossref","first-page":"171","DOI":"10.58459\/rptel.2013.8171-199","article-title":"Engaged lurking -- the less visible form of participation in online small group learning","volume":"8","author":"Chen F.-C.","year":"2013","unstructured":"Chen , F.-C. , & Chang , H.-M. ( 2013 ). Engaged lurking -- the less visible form of participation in online small group learning . Research and Practice in Technology Enhanced Learning , 8 ( 1 ), 171 -- 199 . Chen, F.-C., & Chang, H.-M. (2013). Engaged lurking -- the less visible form of participation in online small group learning. Research and Practice in Technology Enhanced Learning, 8(1), 171--199.","journal-title":"Research and Practice in Technology Enhanced Learning"},{"key":"e_1_2_1_18_1","unstructured":"Chen F. (2004). Passive forum (lurking) behaviors: A community perspective. Paper presented at the Proceedings of the Sixth International Conference of the Learning Sciences (ICLS): Embracing Diversity of the Learning Sciences. Chen F. (2004). Passive forum (lurking) behaviors: A community perspective. Paper presented at the Proceedings of the Sixth International Conference of the Learning Sciences (ICLS): Embracing Diversity of the Learning Sciences."},{"key":"e_1_2_1_19_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.20216"},{"key":"e_1_2_1_20_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF00891973"},{"key":"e_1_2_1_21_1","doi-asserted-by":"publisher","DOI":"10.17705\/1jais.00394"},{"key":"e_1_2_1_22_1","volume-title":"The hidden power of social networks","author":"Cross R.","year":"2004","unstructured":"Cross , R. , & Parker , A. ( 2004 ). The hidden power of social networks . Boston, MA : Harvard Business School Publishing . Cross, R., & Parker, A. (2004). The hidden power of social networks. Boston, MA: Harvard Business School Publishing."},{"key":"e_1_2_1_23_1","volume-title":"Experience and Education","author":"Dewey J.","year":"1938","unstructured":"Dewey , J. ( 1938 ). Experience and Education . New York, NY : Macmillan Publishing Company . Dewey, J. (1938). Experience and Education. New York, NY: Macmillan Publishing Company."},{"key":"e_1_2_1_24_1","doi-asserted-by":"publisher","DOI":"10.3402\/rlt.v7i3.11557"},{"key":"e_1_2_1_25_1","volume-title":"Contemporary theories of learning: Learning theorists--in their own words (pp. 53--73).","author":"Engestr\u00f6m Y.","year":"2009","unstructured":"Engestr\u00f6m , Y. ( 2009 ). Expansive learning . In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists--in their own words (pp. 53--73). New York, NY : Routledge . Engestr\u00f6m, Y. (2009). Expansive learning. In K. Illeris (Ed.), Contemporary theories of learning: Learning theorists--in their own words (pp. 53--73). New York, NY: Routledge."},{"key":"e_1_2_1_26_1","doi-asserted-by":"publisher","DOI":"10.1016\/0959-4752(95)00021-6"},{"key":"e_1_2_1_27_1","doi-asserted-by":"crossref","DOI":"10.1007\/978-1-137-09106-2","volume-title":"Teaching for understanding at university: Deep approaches and distinctive ways of thinking","author":"Entwistle N.","year":"2009","unstructured":"Entwistle , N. ( 2009 ). Teaching for understanding at university: Deep approaches and distinctive ways of thinking . Basingstoke, UK : Palgrave Macmillan . Entwistle, N. (2009). Teaching for understanding at university: Deep approaches and distinctive ways of thinking. Basingstoke, UK: Palgrave Macmillan."},{"key":"e_1_2_1_28_1","volume-title":"Discourse and truth: The problematization of parrhesia {Transcribed lecture series}","author":"Foucault M.","year":"1983","unstructured":"Foucault , M. ( 1983 ). Discourse and truth: The problematization of parrhesia {Transcribed lecture series} . J. Pearson (Ed.). Retrieved from https:\/\/foucault.info\/parrhesia\/ Foucault, M. (1983). Discourse and truth: The problematization of parrhesia {Transcribed lecture series}. J. Pearson (Ed.). Retrieved from https:\/\/foucault.info\/parrhesia\/"},{"key":"e_1_2_1_29_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.iheduc.2014.10.001"},{"key":"e_1_2_1_30_1","doi-asserted-by":"publisher","DOI":"10.1057\/ejis.2011.24"},{"key":"e_1_2_1_31_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-006-9006-3"},{"key":"e_1_2_1_32_1","volume-title":"The discovery of grounded theory","author":"Glaser B. G.","year":"1967","unstructured":"Glaser , B. G. , & Strauss , A. L. ( 1967 ). The discovery of grounded theory . New York, NY : Aldine Publishing Company . Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. New York, NY: Aldine Publishing Company."},{"key":"e_1_2_1_33_1","volume-title":"Frame analysis","author":"Goffman E.","year":"1974","unstructured":"Goffman , E. ( 1974 ). Frame analysis . New York, NY : Harper and Row . Goffman, E. (1974). Frame analysis. New York, NY: Harper and Row."},{"key":"e_1_2_1_34_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1016209010120"},{"issue":"1","key":"e_1_2_1_35_1","doi-asserted-by":"crossref","first-page":"60","DOI":"10.1111\/j.0021-9916.2007.00329.x","article-title":"The constructionist approach to framing: Bringing culture back","volume":"57","author":"van Gorp B.","year":"2007","unstructured":"van Gorp , B. ( 2007 ). The constructionist approach to framing: Bringing culture back in. Journal of Communication , 57 ( 1 ), 60 -- 78 . van Gorp, B. (2007). The constructionist approach to framing: Bringing culture back in. Journal of Communication, 57(1), 60--78.","journal-title":"Journal of Communication"},{"key":"e_1_2_1_36_1","doi-asserted-by":"publisher","DOI":"10.1177\/1525822X05279903"},{"key":"e_1_2_1_37_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.destud.2006.11.005"},{"key":"e_1_2_1_38_1","volume-title":"Being and time","author":"Heidegger M.","year":"1962","unstructured":"Heidegger , M. ( 1962 ). Being and time . New York, NY .: Harper & Row New York . Heidegger, M. (1962). Being and time. New York, NY.: Harper & Row New York."},{"key":"e_1_2_1_39_1","volume-title":"Experiential learning: Experience as the source of learning and development","author":"Kolb D. A.","year":"1984","unstructured":"Kolb , D. A. ( 1984 ). Experiential learning: Experience as the source of learning and development . Englewood Cliffs, NJ .: Prentice-Hall . Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ.: Prentice-Hall."},{"key":"e_1_2_1_40_1","volume-title":"Experiential learning: Experience as the source of learning and development","author":"Kolb D. A.","year":"2014","unstructured":"Kolb , D. A. ( 2014 ). Experiential learning: Experience as the source of learning and development ( 2 nd Ed.). London, UK : FT press . Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd Ed.). London, UK: FT press.","edition":"2"},{"key":"e_1_2_1_41_1","volume-title":"Computer-mediated communication: Linguistic, social, and cross-cultural perspectives (pp. 109--128).","author":"Kollock P.","year":"1996","unstructured":"Kollock , P. , & Smith , M. ( 1996 ). Managing the virtual commons: Cooperation and conflict in computer communities . In S. Herring (Ed.), Computer-mediated communication: Linguistic, social, and cross-cultural perspectives (pp. 109--128). Amsterdam, North Holland : John Benjamins . Kollock, P., & Smith, M. (1996). Managing the virtual commons: Cooperation and conflict in computer communities. In S. Herring (Ed.), Computer-mediated communication: Linguistic, social, and cross-cultural perspectives (pp. 109--128). Amsterdam, North Holland: John Benjamins."},{"key":"e_1_2_1_42_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15327884mca0501_3"},{"key":"e_1_2_1_43_1","doi-asserted-by":"crossref","DOI":"10.1017\/CBO9780511815355","volume-title":"Situated learning: Legitimate peripheral participation","author":"Lave J.","year":"1991","unstructured":"Lave , J. , & Wenger , E. ( 1991 ). Situated learning: Legitimate peripheral participation . Cambridge, UK : Cambridge University Press . Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press."},{"key":"e_1_2_1_44_1","first-page":"245","volume-title":"A. Bryant & K","author":"Lempert L. B.","year":"2007","unstructured":"Lempert , L. B. ( 2007 ). Asking questions of the data: Memo-writing in the grounded theory tradition . In A. Bryant & K . Charmaz (Eds.), The Sage handbook of grounded theory (pp. 245 -- 264 ). Thousand Oaks , California : Sage . Lempert, L. B. (2007). Asking questions of the data: Memo-writing in the grounded theory tradition. In A. Bryant & K. Charmaz (Eds.), The Sage handbook of grounded theory (pp. 245--264). Thousand Oaks, California: Sage."},{"key":"e_1_2_1_45_1","doi-asserted-by":"publisher","DOI":"10.5465\/amle.2013.0203"},{"key":"e_1_2_1_46_1","volume-title":"Framing and interpretation","author":"MacLachlan G.","year":"1994","unstructured":"MacLachlan , G. , & Reid , I. ( 1994 ). Framing and interpretation . Melbourne, Australia : Melbourne University Press . MacLachlan, G., & Reid, I. (1994). Framing and interpretation. Melbourne, Australia: Melbourne University Press."},{"key":"e_1_2_1_47_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-8279.1976.tb02980.x"},{"key":"e_1_2_1_48_1","doi-asserted-by":"publisher","DOI":"10.1046\/j.1365-2729.1998.1420110.x"},{"key":"e_1_2_1_49_1","volume-title":"The Cambridge handbook of the learning sciences (pp. 418--438).","author":"Miyake N.","year":"2014","unstructured":"Miyake , N. , & Kirschner , P. A. ( 2014 ). The social and interactive dimensions of collaborative learning . In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 418--438). New York, NY : Cambridge University Press . Miyake, N., & Kirschner, P. A. (2014). The social and interactive dimensions of collaborative learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 418--438). New York, NY: Cambridge University Press."},{"key":"e_1_2_1_50_1","doi-asserted-by":"publisher","DOI":"10.1145\/196734.196745"},{"key":"e_1_2_1_51_1","volume-title":"All the world wide web's a stage: The performance of identity in online social networks. First Monday, 14(3).","author":"Pearson E.","year":"2009","unstructured":"Pearson , E. ( 2009 ). All the world wide web's a stage: The performance of identity in online social networks. First Monday, 14(3). Retrieved from http:\/\/firstmonday.org\/ojs\/index.php\/fm\/article\/view\/2162\/2127 Pearson, E. (2009). All the world wide web's a stage: The performance of identity in online social networks. First Monday, 14(3). Retrieved from http:\/\/firstmonday.org\/ojs\/index.php\/fm\/article\/view\/2162\/2127"},{"issue":"2","key":"e_1_2_1_52_1","first-page":"73","article-title":"Metaphors and problematizations. Notes for a research programme on new materialism. Tecnoscienza","volume":"5","author":"Pellizzoni L.","year":"2015","unstructured":"Pellizzoni , L. ( 2015 ). Metaphors and problematizations. Notes for a research programme on new materialism. Tecnoscienza : Italian Journal of Science & Technology Studies , 5 ( 2 ), 73 -- 92 . Pellizzoni, L. (2015). Metaphors and problematizations. Notes for a research programme on new materialism. Tecnoscienza: Italian Journal of Science & Technology Studies, 5(2), 73--92.","journal-title":"Italian Journal of Science & Technology Studies"},{"key":"e_1_2_1_53_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.knosys.2005.08.002"},{"key":"e_1_2_1_54_1","doi-asserted-by":"publisher","DOI":"10.1006\/ceps.1999.1020"},{"key":"e_1_2_1_55_1","doi-asserted-by":"crossref","DOI":"10.1017\/CBO9781139519526","volume-title":"The Cambridge handbook of the learning sciences (pp. 1--19).","author":"Sawyer R. K.","year":"2014","unstructured":"Sawyer , R. K. ( 2014 ). The future of learning: Grounding educational innovation in the learning science . In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 1--19). New York, NY : Cambridge University Press . Sawyer, R. K. (2014). The future of learning: Grounding educational innovation in the learning science. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 1--19). New York, NY: Cambridge University Press."},{"key":"e_1_2_1_56_1","volume-title":"Liberal education in a knowledge society (pp. 67--98).","author":"Scardamalia M.","year":"2002","unstructured":"Scardamalia , M. ( 2002 ). Collective cognitive responsibility for the advancement of knowledge . In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67--98). Chicago, IL : Open Court . Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67--98). Chicago, IL: Open Court."},{"key":"e_1_2_1_57_1","first-page":"97","volume-title":"Knowledge building: Theory, pedagogy, and technology","author":"Scardamalia M.","year":"2006","unstructured":"Scardamalia , M. , & Bereiter , C. ( 2006 ). Knowledge building: Theory, pedagogy, and technology . In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97 -- 118 ). New York, NY : Cambridge University Press . Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97--118). New York, NY: Cambridge University Press."},{"key":"e_1_2_1_58_1","first-page":"397","volume-title":"Knowledge building and knowledge creation: Theory, pedagogy, and technology","author":"Scardamalia M.","year":"2014","unstructured":"Scardamalia , M. & Bereiter , C. ( 2014 ). Knowledge building and knowledge creation: Theory, pedagogy, and technology . In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 397 -- 417 ). New York, NY : Cambridge University Press . Scardamalia, M. & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 397--417). New York, NY: Cambridge University Press."},{"key":"e_1_2_1_59_1","volume-title":"Educating the reflective practitioner","author":"Sch\u00f6n D. A.","year":"1987","unstructured":"Sch\u00f6n , D. A. ( 1987 a). Educating the reflective practitioner . San Francisco, CA .: Jossey-Bass . Sch\u00f6n, D. A. (1987a). Educating the reflective practitioner. San Francisco, CA.: Jossey-Bass."},{"key":"e_1_2_1_60_1","volume-title":"Educating the reflective practitioner {Presentation notes}. Presentation to the 1987 Meeting of The American Educational Research Association","author":"Sch\u00f6n D. A.","year":"1987","unstructured":"Sch\u00f6n , D. A. ( 1987 b). Educating the reflective practitioner {Presentation notes}. Presentation to the 1987 Meeting of The American Educational Research Association , Washington, DC . Retrieved from http:\/\/resources.educ.queensu.ca\/ar\/schon87.htm Sch\u00f6n, D. A. (1987b). Educating the reflective practitioner {Presentation notes}. Presentation to the 1987 Meeting of The American Educational Research Association, Washington, DC. Retrieved from http:\/\/resources.educ.queensu.ca\/ar\/schon87.htm"},{"key":"e_1_2_1_61_1","volume-title":"International Handbook of Psychology in Education (pp. 137--176): Elsevier Press.","author":"Schwarz B. B.","year":"2010","unstructured":"Schwarz , B. B. , & Asterhan , C. S. ( 2010 ). Argumentation and reasoning . International Handbook of Psychology in Education (pp. 137--176): Elsevier Press. Schwarz, B. B., & Asterhan, C. S. (2010). Argumentation and reasoning. International Handbook of Psychology in Education (pp. 137--176): Elsevier Press."},{"key":"e_1_2_1_62_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11412-009-9081-9"},{"issue":"3","key":"e_1_2_1_63_1","first-page":"223","article-title":"The principle of vicarious interaction in computer-mediated communications","volume":"7","author":"Sutton L. A.","year":"2001","unstructured":"Sutton , L. A. ( 2001 ). The principle of vicarious interaction in computer-mediated communications . International Journal of Educational Telecommunications , 7 ( 3 ), 223 -- 242 . Sutton, L. A. (2001). The principle of vicarious interaction in computer-mediated communications. International Journal of Educational Telecommunications, 7(3), 223--242.","journal-title":"International Journal of Educational Telecommunications"},{"key":"e_1_2_1_64_1","volume-title":"Frames and schemas in interaction. Quaderni di Semantica, 6(2), 326--335","author":"Tannen D.","year":"1985","unstructured":"Tannen , D. ( 1985 ). Frames and schemas in interaction. Quaderni di Semantica, 6(2), 326--335 . Tannen, D. (1985). Frames and schemas in interaction. Quaderni di Semantica, 6(2), 326--335."},{"key":"e_1_2_1_65_1","first-page":"137","volume-title":"What's in a frame? In D","author":"Tannen D.","year":"1993","unstructured":"Tannen , D. ( 1993 ). What's in a frame? In D . Tannen (Ed.), Framing in discourse (pp. 137 -- 181 ). Oxford, UK : Oxford University Press . Tannen, D. (1993). What's in a frame? In D. Tannen (Ed.), Framing in discourse (pp. 137--181). Oxford, UK: Oxford University Press."},{"key":"e_1_2_1_66_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijproman.2003.09.004"},{"key":"e_1_2_1_67_1","article-title":"Thought-leaders in asynchronous online learning environments","author":"Waters J.","year":"2012","unstructured":"Waters , J. ( 2012 ). Thought-leaders in asynchronous online learning environments . Journal of Asynchronous Learning Networks, 16(1). Waters, J. (2012). Thought-leaders in asynchronous online learning environments. Journal of Asynchronous Learning Networks, 16(1).","journal-title":"Journal of Asynchronous Learning Networks, 16(1)."},{"key":"e_1_2_1_68_1","doi-asserted-by":"publisher","DOI":"10.2307\/41165243"},{"key":"e_1_2_1_69_1","volume-title":"Sensemaking in organizations","author":"Weick K. E.","year":"1995","unstructured":"Weick , K. E. ( 1995 ). Sensemaking in organizations . Thousand Oaks, CA : Sage . Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage."},{"key":"e_1_2_1_70_1","volume-title":"Making sense of the organization","author":"Weick K. E.","year":"2001","unstructured":"Weick , K. E. ( 2001 ). Making sense of the organization . Malden, MA : Blackwell Scientific . Weick, K. E. (2001). Making sense of the organization. Malden, MA: Blackwell Scientific."},{"key":"e_1_2_1_71_1","volume-title":"Understanding computers and cognition","author":"Winograd T.","year":"1986","unstructured":"Winograd , T. , & Flores , F. ( 1986 ). Understanding computers and cognition . Norwood, NJ : Ablex Corporation . Winograd, T., & Flores, F. (1986). Understanding computers and cognition. Norwood, NJ: Ablex Corporation."}],"container-title":["ACM SIGMIS Database: the DATABASE for Advances in Information Systems"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3290768.3290774","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3290768.3290774","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,3]],"date-time":"2026-04-03T23:41:46Z","timestamp":1775259706000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3290768.3290774"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2018,11,2]]},"references-count":71,"journal-issue":{"issue":"4","published-print":{"date-parts":[[2018,11,2]]}},"alternative-id":["10.1145\/3290768.3290774"],"URL":"https:\/\/doi.org\/10.1145\/3290768.3290774","relation":{},"ISSN":["0095-0033","1532-0936"],"issn-type":[{"value":"0095-0033","type":"print"},{"value":"1532-0936","type":"electronic"}],"subject":[],"published":{"date-parts":[[2018,11,2]]},"assertion":[{"value":"2018-11-02","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}