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In this paper we attempt to appropriate relevant neuroscience research findings and draw possible implications to learning and instruction. In such an attempt, we also complement findings from the cognitive and learning sciences with relevancy from...

This paper attempts to analyze the reasons why some online communities thrive, while others seem to have less participation. From such an analysis, design implications are derived for application to online learning communities. A conceptual...

This article is concerned with how learning communities are transformed as they evolve from traditional learning epistemologies towards constructivist orientations and pedagogies. Adopting activity theory as a framework, the article discusses how...

The aims of this article are three-fold. First, this article reviews the foundational premises of situated cognition and attempts to substantiate its theoretical underpinnings with the transactional worldview supported by the works of John Dewey,...

This case study documents our effort in using Knowledge Building approach on 18 pre-service teachers learning to design constructivist activities with technology. The course was delivered using blended instructions, complementing face-to-face...

This paper describes and discusses the Project ROAD - Rules for Online Argumentation and Discussion. The paper in particular discusses the mediating importance of rules to be well established for online discussions with the complementary emphasis of ...

In this paper, we suggest how links between schools and communities of practice can be forged through networked on-line learning communities. We recognize that efforts have already been made to push 'communities of practice' into the school...

In this article, we consider the basic issue of the differences between Community of Practices (CoPs) and Quasi-communities (Hung & Chen, 2002). We argue that fundamentally online communities (or quasi-communities) should be conceived as a 'sub-set' ...

Research on asynchronous online discussions has primarily focused on their efficacy in relation to learning outcomes. Rarely are there investigations on how the design of online learning activities or how discussions could be incorporated into...

This paper highlights the often-mentioned mismatch between the more social constructivistic oriented pedagogy and the traditional instructional design model. Such a framework is important as a design process relevant to the work of CSCL. Any...

In the paper, we discuss problems related to traditional hierarchical organizations and argue that adaptability is important for organizations to survive in the 21st century. Expanding on Bransford’s (1999) notion of adaptive expert, we propose a...