Scaffolding critical thinking in an online course: An exploratory study

Priya Sharma, Michael Hannafin

Research output: Contribution to journalReview article

14 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)181-208
Number of pages28
JournalJournal of Educational Computing Research
Volume31
Issue number2
DOIs
Publication statusPublished - Dec 1 2004

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this