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Situated Learning Online: Profiling Learners by Theorized and Practical Learning-Context-Defined Role(s)

Situated Learning Online: Profiling Learners by Theorized and Practical Learning-Context-Defined Role(s)
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Copyright: 2020
Pages: 28
Source title: Profiling Target Learners for the Development of Effective Learning Strategies: Emerging Research and Opportunities
Source Author(s)/Editor(s): Shalin Hai-Jew (Kansas State University, USA)
DOI: 10.4018/978-1-7998-1573-0.ch007

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Abstract

In online situated learning, enabled through enhanced information and communications technology (ICT), learning management systems (LMSes), learning content repositories, immersive virtual worlds, simulations, games, augmented reality enablements using mobile technologies, web meeting tools, digital libraries, and other software and hardware, target learners may be profiled based on the practical learning-context-defined roles: the functional roles, the defined target learning skills, the requisite interactions between learners, the interactions between learners and digital and analog artifacts and online environment, and others. This work explores defined idealized learning profiles in situated learning online.

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