Simulating experiential learning in professional online courses

Abstract

Few studies have explored how to simulate the experiential learning of professional knowledge domains in online graduate courses. This paper addresses how to provide the type of deep, socially situated learning that is achieved in professional practice by employing peer and vicarious learning in discussion forums. We start by describing what we have learned about scaffolding peer learning environments from prior studies. We distinguish vicarious learning, which exposes and sensitizes students to situated knowledge based on observation of peer discussions, from peer interactions which engage students actively in co-constructing knowledge about professional practice. Then we present findings from a 10-week graduate course in Information Systems Project Management. Our findings present evidence for vicarious learning from observing peer interactions, and of interactive peer learning that not only demonstrates the co-construction of knowledge across learners but also uncovers a collaborative process based on a sense of community identity. We end with a substantive theory of social cognition in community learning based on our findings. The intention is to provide a framework for the evaluation of collaborative knowledge construction, so that courses may support deep, experiential learning in graduate online professional education.