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

\bibitem{asee_peer_28949}
  Johanes, P. (2017, June), \emph{The Case for Epistemologically-Conscious Computer-Based Learning Environments}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28949

Petr Johanes.  "The Case for Epistemologically-Conscious Computer-Based Learning Environments".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28949 Internet.  22 Jan, 2025

\bibitem{asee_peer_28949}
  Petr Johanes.
  "The Case for Epistemologically-Conscious Computer-Based Learning Environments".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28949 Internet.  22 Jan, 2025

@INPROCEEDINGS{asee_peer_28949
author = "Petr Johanes"
title = "The Case for Epistemologically-Conscious Computer-Based Learning Environments"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28949}
number = {10.18260/1-2--28949}
}

TY  - CPAPER
AB  - 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.
AU  - Petr Johanes
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - The Case for Epistemologically-Conscious Computer-Based Learning Environments
UR  - https://peer.asee.org/28949
DO  - 10.18260/1-2--28949
ER  -