Sepideh Yasrebi
Biographic Data
| ID | 6795817 |
|---|---|
| NAME | Sepideh Yasrebi |
| GIVEN NAMES | Sepideh |
| FAMILY NAME | Yasrebi |
| SIGNATURE | YASREBI S |
| AFFILIATIONS | University at Albany, State University of New York |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
An examination of constructivist educational technologies
Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to and expanded the theory of constructivism. This …
Indirect reports as semantic-pragmatic games
This paper examines indirect reports from the lens of socio-cognitive approach (SCA) to pragmatics. Indirect reports have the capacity to re-mold the substance of the original utterance as a whole. In direct reporting, the original utterance is produced in an actual situational context, and then, it is being reported by a different speaker in a new situational context. So, the utterance which was initially produced is only interpretable in the li…
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Indirect reports as semantic-pragmatic games
This paper examines indirect reports from the lens of socio-cognitive approach (SCA) to pragmatics. Indirect reports have the capacity to re-mold the substance of the original utterance as a whole. In direct reporting, the original utterance is produced in an actual situational context, and then, it is being reported by a different speaker in a new situational context. So, the utterance which was initially produced is only interpretable in the li…
An examination of constructivist educational technologies
Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to and expanded the theory of constructivism. This …
Computer Science (2 works) · Psychology (2 works) · Affordance (1 work) · Artificial Intelligence (1 work) · Collaborative learning (1 work) · Common ground (1 work) · Communication (1 work) · Communication (1 work) · Constructivism (international relations) (1 work) · Constructivist teaching methods (1 work)