TITLE

Scaffolding Matters: Instructional Contexts and Student Motivations

AUTHOR(S)
Theado, Connie Kendall; Wan, Amy J.
PUB. DATE
January 2012
SOURCE
Journal of College Literacy & Learning;Jan2012, Vol. 38, p1
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
An introduction is presented in which the editors discuss various reports within the issue on topics including instructional scaffolding, the use of audio/visual software technology in education, and the use of writing to improve student engagement with course material.
ACCESSION #
93708034

 

Related Articles

  • Blending for student engagement: Lessons learned for MOOCs and beyond. Montgomery, Amanda P.; Hayward, Denyse V.; Dunn, William; Carbonaro, Mike; Amrhein, Carl G. // Australasian Journal of Educational Technology;2015, Vol. 31 Issue 6, p657 

    The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as...

  • NEW USES OF MOBILE DEVICES BOOST STUDENT ENGAGEMENT.  // Campus Technology Magazine;Oct2015, Vol. 29 Issue 1, p29 

    The article discusses the use of mobile devices by teachers to capture the attention of students with focus on the mobile-optimized polling system REEF Polling that was launched under the REEF Education platform.

  • What Is the Value of Life? and Other Socratic Questions. Cuny, Casey // Educational Leadership;Nov2014, Vol. 72 Issue 3, p54 

    The article looks at how to increase student engagement with classroom discussions through the use of Socratic seminars, a term used to describe scaffolded critical thinking lessons. Citing experiences teaching a high school course on the value of life, the author offers suggestions on how to...

  • Toward a framework on how affordances and motives can drive different uses of scaffolds: theory, evidence, and design implications. Belland, Brian R.; Drake, Joel // Educational Technology Research & Development;Dec2013, Vol. 61 Issue 6, p903 

    One way to help students engage in higher-order thinking is through scaffolding, which can be defined as support that allows students to participate meaningfully in and gain skill at a task that is beyond their unassisted abilities. Most research on computer-based scaffolds assesses the average...

  • INTERNALIZING LINGUISTIC FEATURES THROUGH EXPERT SCAFFOLDING: A CASE OF IRANIAN EFL LEARNERS. Abadikhah, Shirin; Valipour, Masoome // English Teacher;Dec2014, Vol. 43 Issue 3, p92 

    The study aims to explore the effect of expert scaffolding on the internalization of linguistic features by Iranian EFL elementary learners. Two groups of elementary (n=10) and advanced (n=6) learners of English were invited to participate in this study. A picture description task was...

  • Finding the discipline: Assessing student activity in Second Life. Grant, Scott; Clerehan, Rosemary // Australasian Journal of Educational Technology;2011, Vol. 27 Issue 5, p813 

    For the second-language learner, the affordances of a virtual world have the potential to confer benefits conventionally aligned with real world experiences. However, little is known about the pedagogical benefits linked to the specific characteristics of the virtual world, let alone the issues...

  • KNOWLEDGE LABELS AND THEIR CORRELATES IN AN ASYNCHRONOUS TEXT-BASED COMPUTER-SUPPORTED COLLABORATIVE LEARNING ENVIRONMENT:: WHO USES AND WHO BENEFITS? MARKAUSKAITE, LINA; SUTHERLAND, LOUISE M.; HOWARD, SARAH K. // Research & Practice in Technology Enhanced Learning;Mar2008, Vol. 3 Issue 1, p65 

    Learning is a complex process involving knowledge acquisition, transformation, and creation. This paper focuses on how students' beliefs about and use of learning scaffolds relate to their characteristics, and the specific context in which they are expected to use these labels. An asynchronous...

  • Investigating a Method of Scaffolding Student-Designed Experiments. Morgan, Kelly; Brooks, David // Journal of Science Education & Technology;Aug2012, Vol. 21 Issue 4, p513 

    The process of designing an experiment is a difficult one. Students often struggle to perform such tasks as the design process places a large cognitive load on students. Scaffolding is the process of providing support for a student to allow them to complete tasks they would otherwise not have...

  • Running Head: Self-Regulated Learning In Digital Environments. Johnson, Genevieve M.; Zhao, Peter B. D. // Asia-Pacific Science & Culture Journal;Mar2013, Issue 2, p57 

    From a metacognitive perspective, self-regulated learning (SRL) refers to the cyclical processes of understanding the required task, developing a plan and implementing strategies to satisfy task requirements and monitoring the effectiveness of those strategies in achieved the desired outcome....

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics