This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.

The aim of this paper is to provide an analytical model for studying knowledge creation among geographically dispersed students in an online postgraduate programme by using the concept of epistemic activity. Rooted in qualitative methodologies, it takes a case study approach which strengthens the grounding of theory on social learning by using triangulation of evidence from online discussions and seven semi-structured interviews. The analytical model that emerges, distinguishes a set of moves that serve understanding negotiation of meaning and coconstruction of knowledge in online discussion. The findings of the study suggest that knowledge advancement processes can be understood as part of identifying key strategies in the form of online epistemic activities for postgraduate learners in a networked learning context. The paper offers a conceptual account for researching knowledge construction in higher education.

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Abstract. Simulation Based Medical Education (SBME) as an innovative approach in Medical and Professionals Allied to Medicine (PAM) education has received international attention in the past few years to support improvement of patient safety and providing better health care services within hospitals. Blended SBME (B-SBME) is a new instructional model recently introduced into the field, which blends on-line briefing sessions followed by a simulation session, and concluded with immediate face-to-face debriefing sessions. In this paper we discuss the complexity of learning in B-SBME and how individualistic learning theories do not support understanding of all these processes. A shift in theoretical lens to socio-cultural theories may develop our understanding of how we depict and theorise the learning that goes on in B-SBME and whether B-SBME can act as a "boundary crossing tool" and support expanding of learning into clinical setting.

The aim of the paper is to examine the uses of CALL among students and teachers in Cyprus private secondary education. The notions of digital native and digital immigrant are revisited as part of the framework set for understanding the current situation in CALL exploitation and future potential within and beyond the classroom walls. A survey investigation is conducted for the collection of the data. Results indicate that a third category of users emerges, the 'inbetweeners' who may have a key role to play in CALL integration.

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Article type Full paper, double-blind peer review. Special issue Debating the status of 'theory' in technology enhanced learning research | More at https://doi.org/10.21428/8c225f6e.dc494046 Cover image Antonio Corigliano via Pixabay.