The Evolution of Critical Thinking and Use of Scaffolding in a Technology-Mediated Environment.

Autor/inn/en	Sharma, Priya; Hannafin, Michael J.
Titel	The Evolution of Critical Thinking and Use of Scaffolding in a Technology-Mediated Environment.
Quelle	(2002), (7 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Computer Assisted Instruction; Computer Mediated Communication; Critical Thinking; Distance Education; Graduate Students; Higher Education; Instructional Design; Instructional Effectiveness; Scaffolding (Teaching Technique); Skill Development; Teaching Methods + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Kritisches Denken; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recently, attention has focused on developing methods for facilitating critical thinking in students. Scaffolding is a method that has been successfully used in many settings to support different learning goals. This study focused on the influence of scaffolding on critical thinking skills in a technology-mediated environment. The main research questions explored changes in participant use of scaffolding and influences on the evolution of critical thinking. A qualitative design guided data collection and analysis. Five graduate participants were purposefully selected from an online instructional design class and interviewed repeatedly over one semester. Major findings indicated that participant use of scaffolding moved from externally directed to internally relevant assimilation. Influences on the evolution of critical thinking included prior knowledge, reflection, feedback, project context, and perception of self as learner. Implications for research and practice are outlined. (Contains 40 references.) (Author)
Anmerkungen	Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01