Online socio-cultural learning

Online socio-cultural learning assists the online learner to engage in active social interaction to build social relationships and to participate in online learning communities to improve knowledge development. Online technologies do not separate online learners causing them to work and learn alone. Effectively applying online socio-cultural learning concepts assists online learners in working alone while learning together by engaging in active online collaborative social interaction. The paper proposes an online socio-cultural learning construct that addresses six critical learning characteristics (meaningful activity; Learner uniqueness; process and development; relations; metacognition reflection; and cultural tools) to support effective online learning.

[1]  Andrew Abbott,et al.  Things of Boundaries , 1995 .

[2]  Jaan Valsiner Dualisms Displaced:From Crusades to Analytic Distinctions , 1998, Human Development.

[3]  Daniel C. A. Hillman,et al.  Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners , 1994 .

[4]  A. N. Leont’ev The Problem of Activity in Psychology , 1974 .

[5]  Mark S. Schlager,et al.  Building Virtual Communities: Evolution of an Online Education Community of Practice , 2002 .

[6]  David L. Altheide An Ecology of Communication , 1995 .

[7]  T. Anderson Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction , 2003 .

[8]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[9]  David S. Stein,et al.  Role Of Social Presence, Choice Of Online Or Face-To-Face Group Format, And Satisfaction With Perceived Knowledge Gained In A Distance Learning Environment , 2003 .

[10]  L. Suchman Plans and situated actions , 1987 .

[11]  R. Pea Practices of distributed intelligence and designs for education , 1993 .

[12]  Jaan Valsiner,et al.  The Guided Mind: A Sociogenetic Approach to Personality , 1998 .

[13]  C. Tu How Chinese Perceive Social Presence: An Examination of Interaction in Online Learning Environment , 2001 .

[14]  Chih-Hsiung Tu,et al.  An examination of social presence to increase interaction in online classes , 2000 .

[15]  J. Walther Interpersonal Effects in Computer-Mediated Interaction , 1992 .

[16]  J. Wertsch,et al.  L. S. Vygotsky and Contemporary Developmental Psychology. , 1992 .

[17]  Donald A. Schön Beyond the stable state , 1971 .

[18]  J. Lave Cognition in Practice: Outdoors: a social anthropology of cognition in practice , 1988 .

[19]  R. Keith Sawyer,et al.  Unresolved Tensions in Sociocultural Theory: Analogies with Contemporary Sociological Debates , 2002 .

[20]  N. Webb Student Interaction and Learning in Small Groups , 1982 .

[21]  B. Rogoff Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship , 1995 .

[22]  Gloria Dyc,et al.  Native American Visual Vocabulary: Ways of Thinking and Living. , 2000 .

[23]  Lauren B. Resnick,et al.  Shared cognition: Thinking as social practice , 1991, Perspectives on socially shared cognition.

[24]  Lev Vygotsky Mind in society , 1978 .

[25]  B. Rogoff Cognition as a collaborative process. , 1998 .

[26]  Robert Tinker,et al.  Facilitating Online Learning: Effective Strategies for Moderators , 2000 .

[27]  W. Damon Peer education: The untapped potential , 1984 .

[28]  J. Wertsch,et al.  Discourse and Learning in the Classroom: A Sociocultural Approach , 1995 .

[29]  Michael Cole,et al.  The Supra-Individual Envelope of Development: Activity and Practice, Situation and Context. , 1995 .

[30]  N. Webb Task-Related Verbal Interaction and Mathematics Learning in Small Groups. , 1991 .

[31]  H. Miller The Presentation of Self in Electronic Life: Goffman on the Internet , 1995 .

[32]  Noel L. Corbett,et al.  Argumentation et conversation: Éléments pour une analyse pragmatique du discours@@@Argumentation et conversation: Elements pour une analyse pragmatique du discours , 1987 .

[33]  Yury M. Lotman,et al.  Text within a Text , 1988 .

[34]  Barbara Rogoff,et al.  Social interaction as apprenticeship in thinking: Guided participation in spatial planning , 1991, Perspectives on socially shared cognition.

[35]  Matthew W. Lewis,et al.  Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems , 1989, Cogn. Sci..