TY - JOUR
T1 - Scaffolding critical thinking in an online course
T2 - An exploratory study
AU - Sharma, Priya
AU - Hannafin, Michael
PY - 2004/12/1
Y1 - 2004/12/1
N2 - This study examined the influence of scaffolding on the development of critical thinking skills in an online course on Instructional Design. Data were collected through interviews and document artifacts from five participants of the online course. Findings indicated that participants' critical thinking moved through three stages from mirroring, to distortion, to re-construction. Engagement in critical thinking was affected by reflection, feedback, project context, self-perceptions as learners, and prior knowledge.
AB - This study examined the influence of scaffolding on the development of critical thinking skills in an online course on Instructional Design. Data were collected through interviews and document artifacts from five participants of the online course. Findings indicated that participants' critical thinking moved through three stages from mirroring, to distortion, to re-construction. Engagement in critical thinking was affected by reflection, feedback, project context, self-perceptions as learners, and prior knowledge.
UR - http://www.scopus.com/inward/record.url?scp=13544266485&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=13544266485&partnerID=8YFLogxK
U2 - 10.2190/TMC3-RXPE-75MY-31YG
DO - 10.2190/TMC3-RXPE-75MY-31YG
M3 - Review article
AN - SCOPUS:13544266485
SN - 0735-6331
VL - 31
SP - 181
EP - 208
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 2
ER -