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.
All Science Journal Classification (ASJC) codes
- Computer Science Applications