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Situated cognition principles increase students’ likelihood of knowledge transfer in an online information literacy course

dc.contributor.authorOssom Williamson, Peace
dc.date.accessioned2017-01-25T16:38:53Z
dc.date.available2017-01-25T16:38:53Z
dc.date.issued2016
dc.identifier.issn1715-720X
dc.identifier.urihttp://hdl.handle.net/10106/26334
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectsituated cognitionen_US
dc.subjectinformation literacyen_US
dc.subjecteducationen_US
dc.subjectdistance educationen_US
dc.subjectonline learningen_US
dc.titleSituated cognition principles increase students’ likelihood of knowledge transfer in an online information literacy courseen_US
dc.typeArticleen_US


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