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dc.contributor.authorLi, Yue
dc.contributor.authorKrasny, Marianne
dc.contributor.authorRuss, Alexis
dc.date.accessioned2016-04-29T13:17:39Z
dc.date.available2016-04-29T13:17:39Z
dc.date.issued2014
dc.identifier.other10.1080/13504622.2014.989961
dc.identifier.urihttps://hdl.handle.net/1813/43869
dc.description.abstractAs online courses become increasingly popular, course designers are searching for ways to create learning experiences that move beyond content acquisition to incorporate meaningful interactions among learners and between learners and instructors (cf. Alexander, Schallert, and Reynolds 2009; Illeris 2007; Sfard 1998). Interactive theories of learning would support such experiences, including theories focusing on how students construct knowledge through processes of assimilation and accommodation (Piaget 1952) and how participants move from an inexperienced to skilled member of a community of practice (Lave and Wenger 1991; Rogoff et al. 2003; Wenger, McDermott, and Snyder 2002). Related theories focus on the social, cultural, and historical contexts of learning (Lemke 2001), and on the importance of reciprocal interactions among learners’ behaviors, capabilities, and surrounding environment (Bandura 1977).en_US
dc.language.isoen_USen_US
dc.subjectEnvironmentalen_US
dc.subjectEducationen_US
dc.subjectUrbanen_US
dc.subjectonlineen_US
dc.titleEnvironmental Education Researchen_US
dc.title.alternativeInteractive learning in an urban environmental education online courseen_US
dc.typearticleen_US


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