Asee peer logo

The Case for Epistemologically-Conscious Computer-Based Learning Environments

Download Paper |

Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Computing Technology Session 3

Tagged Division

Computers in Education

Page Count

15

DOI

10.18260/1-2--28949

Permanent URL

https://peer.asee.org/28949

Download Count

217

Request a correction

Paper Authors

biography

Petr Johanes Stanford University

visit author page

Petr Johanes is currently a PhD candidate in Learning Sciences and Technology Design (LSTD) at the Stanford University Graduate School of Education. He holds a B.S. and M.S. from the Department of Materials Science at Stanford University and has experience teaching engineering courses as well as researching engineering education, especially in the context of online learning. Currently, Petr is building data-driven digital environments to investigate the role of epistemic cognition in learning.

visit author page

Download Paper |

Abstract

Over the last few decades, philosophers, psychologists, and learning scientists have been building up an increasingly robust body of evidence to relate how student mental models and conceptions of knowledge and knowing (epistemic cognition) influences student learning processes and outcomes. Building on this prior work in the field of epistemic cognition, this paper advances specifically the line of research arising from three independent calls for a computer-based research agenda for epistemic cognition. To do so, the paper first briefly outlines the theoretical foundations of epistemic cognition and its influence on learning processes through two specific case studies. Then, the paper provides instructors with tools to bring epistemology into their learning environments (digital or not). Finally, the paper outlines the designs for two computer-based learning environments (CBLEs) that can collect data on student learning-relevant actions and choices to infer student epistemologies. These designs can then be deployed in massive open online courses (MOOCs) and hybrid/flipped classrooms to help students, instructors, and researchers gain insight into this ubiquitous, influential, and yet largely invisible force.

Johanes, P. (2017, June), The Case for Epistemologically-Conscious Computer-Based Learning Environments Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28949

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015