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Author Sharma, Priya ♦ Hannafin, Michael
Source SpringerLink
Content type Text
Publisher Springer US
File Format PDF
Copyright Year ©2005
Language English
Subject Domain (in DDC) Social sciences ♦ Education
Subject Keyword scaffolding ♦ online instruction ♦ technology-mediated learning ♦ instructional design ♦ higher education ♦ Educational Technology ♦ Learning & Instruction ♦ Higher Education
Abstract Scaffolding has proven an especially interesting and promising area for postsecondary teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments—especially those designed to promote critical thinking. This study examined participant perceptions and use of scaffolding in an online course focused on facilitating the development of critical thinking in instructional design. Findings indicated that use of scaffolding evolved from externally directed to internally relevant assimilation. The realization of personal utility emerged as the most prominent trigger for both improved learner perceptions and scaffolding use. Research and practical implications for the design of scaffolding are provided.
ISSN 10421726
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2005-01-01
Publisher Place Boston
Journal Journal of Computing in Higher Education
Volume Number 17
Issue Number 1
Page Count 26
Starting Page 17
Ending Page 42

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Source: SpringerLink