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Constructing the Online Learning Community: An Examination of Reader Response as a Mechanism for Scaffolding
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, , The University of Texas at Arlington, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Studies on the pedagogical implications for integration of technology within teacher preparation courses are emerging in a time when national surveys (Milliken 2000, ISTE 1999) decry the lack of adequate teacher preparation in this area. This study examines the pedagogical implications for the use of Reader Response in an online post graduate methods course. The resulting benefits of technological, social, and cognitive scaffolding are the anticipated results and the specific methodology examines closely how these are achieved. The significance of this work is that it could be potentially used as a model for processing expository text in online learning communities thus increasing the learning experience.

Citation

Frankum, K. & Hirtle, J. (2002). Constructing the Online Learning Community: An Examination of Reader Response as a Mechanism for Scaffolding. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 184-189). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 29, 2020 from .

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