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Theorizing why in e-learning? A frontier for cognitive engagement

Mason, Jon (2012). Theorizing why in e-learning? A frontier for cognitive engagement. In: Sampson, Demetrios G., Spector, J. Michael, Ifenthaler, Dirk and Isaias, Pedro IADIS International Conference on Cognition and Exploratory Learning in the Digitial Age, Madrid, Spain, 19-21 October 2012.

Document type: Conference Paper
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Author Mason, Jon
Title Theorizing why in e-learning? A frontier for cognitive engagement
Conference Name IADIS International Conference on Cognition and Exploratory Learning in the Digitial Age
Conference Location Madrid, Spain
Conference Dates 19-21 October 2012
Conference Publication Title Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2012)
Editor Sampson, Demetrios G.
Spector, J. Michael
Ifenthaler, Dirk
Isaias, Pedro
Publisher IADIS International Association for Development of the Information Society
Publication Year 2012
ISBN 978-989-8533-12-8   (check CDU catalogue open catalogue search in new window)
Start Page 57
End Page 64
Total Pages 8
Field of Research EDUCATION
Abstract Asking why is an important foundation of inquiry and fundamental to the development of reasoning skills and learning.
Despite this, and despite the relentless and often disruptive nature of innovations in information and communications
technology (ICT), sophisticated tools that directly support this basic act of learning appear to be undeveloped, not yet
recognized, or in the very early stages of development. Why is this so? To this question, there is no single satisfactory
answer; instead, numerous plausible explanations and related questions arise. After learning something, however,
explaining why can be revealing of a person’s understanding (or lack of it). What then differentiates explanation from
information; and, explanatory from descriptive content? What ICT scaffolding might support inquiry instigated by whyquestioning?
What is the role of reflective practice in inquiry-based learning? These and other questions have emerged
from this investigation and underscore that why-questions often propagate further questions and are a catalyst for
cognitive engagement and dialogue. This paper reports on a multi-disciplinary, theoretical investigation with a view to
informing the broad discourse on e-learning by identifying a specific frontier for design and development of e-learning
tools. Probing why reveals that versatile and ambiguous semantics present the core challenge – asking, learning, knowing,
understanding, and explaining why.
Keyword Scaffolding
Inquiry
Why-questioning
Reflection
Understanding
Cognitive engagement
Cognition in education
Description for Link Link to publisher site
URL http://www.iadisportal.org/celda-2012-proceedings
 
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Created: Mon, 03 Oct 2016, 11:01:19 CST by Marion Farram