A Socio-Cognitive Approach to Knowledge Construction through Blended Learning

Kocaturk, T (2017) A Socio-Cognitive Approach to Knowledge Construction through Blended Learning. International Journal of Problem Based Learning in Higher Education, 5 (1). pp. 1-21.

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Abstract

This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a masters level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation.

Item Type:	Article
Uncontrolled Keywords:	pedagogy, distributed cognition, technology enhanced learning, blended learning, knowledge construction
Depositing User:	Symplectic Admin
Date Deposited:	21 Nov 2016 10:08
Last Modified:	19 Jan 2023 07:25
DOI:	10.5278/ojs.jpblhe.v5i1.1544
Related URLs:	Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3004627