Learner Perceptions of Scaffolding in Supporting Critical Thinking

Autor/inn/en	Sharma, Priya; Hannafin, Michael
Titel	Learner Perceptions of Scaffolding in Supporting Critical Thinking
Quelle	In: Journal of Computing in Higher Education, 17 (2005) 1, S.17-42 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/BF02960225
Schlagwörter	Instructional Design; Online Courses; Critical Thinking; Scaffolding (Teaching Technique); Teaching Methods; Student Attitudes; Perception + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Wahrnehmung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10