Situated Learning as a Constructivist Learning Theory

dc.contributor.author	Obilade, Titilola T.	en
dc.date.accessioned	2015-12-01T23:49:24Z	en
dc.date.available	2015-12-01T23:49:24Z	en
dc.date.issued	2012-11-30	en
dc.description.abstract	The students are undergraduate students from different continents and have contrasting interpretations of plagiarism. They have similarities in that they are all taking the class on plagiarism. They would need computers with internet connections. The learners are all students of journalism at Virginia Tech. However, they all have knowledge of vocabulary that is common to Virginia Tech. Words like hokie and hokie passport are peculiar to Virginia Tech. In the online class, they are all speaking their thoughts out loud through their reflections, the comments and feedbacks from the instructor and fellow students. They are familiar with the use of Scholar, the log-in process and the use of the hokie passport. They are given four case studies to analyze. In this way, their cognition is continuous through the use of repeated scenarios of plagiarism.	en
dc.identifier.uri	http://hdl.handle.net/10919/64259	en
dc.language.iso	en_US	en
dc.publisher	Virginia Tech	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Constructivism	en
dc.subject	Situated learning	en
dc.subject	Perceptions of plagiarism	en
dc.subject	Learning modules	en
dc.title	Situated Learning as a Constructivist Learning Theory	en
dc.type	Learning object	en