Kern, C. L., & Crippen, K. J. (2017). The Effect of Scaffolding Strategies for Inscriptions and Argumentation in a Science Cyberlearning Environment. Journal of Science Education and Technology, 26(1), 33-43. doi:10.1007/s10956-016-9649-x


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Why Cyberlearning?

Teachers Domain - What is cyberlearning?

Cyberlearning involves a multidisciplinary perspective on the act of teaching and learning and implies a blending of formal and informal environments and strategies.

Cyberlearning includes the following new issues:

Big Data
Learning Analytics
Computational Thinking

Visual of the cover of science magazine that describes big data Nature magazine cover Big Data

Alberts, B. (Ed.). (2011). Dealing with data [Special Issue]. Science, 332(6025).

Campbell, P. (Ed.). (2008). Big data: science in the petabyte era [Special Issue]. Nature, 45(7209).

Concurrent themes of cyberlearning:

Psychology of learning
Social Learning
Communities of Practice
Teacher development
Scientific knowledge
Learning environments
Emerging technology
Games and gaming

Big Questions Currently Driving My Research Group

How can cyberlearning be implemented such that it promotes an effective and innovative STEM teaching and learning environment?

What design heuristics address specific STEM learning problems?

What characteristics of learners, learning activities and sequencing represent design principles for addressing specific STEM learning problems?

How can we leverage the current interest in social media to draw people into STEM cyberlearning environments?

How can the implementation of cyberlearning for STEM inform our understanding of learners, learning, teaching, and professional development in both formal and informal contexts?