Abstract
This paper is in response to the article entitled, “Identifying Potential Types of Guidance for Supporting Student Inquiry When Using Virtual and Remote Labs in Science: A Literature Review” (Zacharia et al. in Educ Technol Res Dev 63(2):257–302, 2015). After a brief recap of the original study, this paper examines the impact of Zacharia et al.’s (2015) two-dimensional system for categorizing guidance tools in inquiry learning contexts. It suggests a number of ways researchers can apply the existing categorization system to advance the field’s understanding of how to support student inquiry within digital environments. The paper addresses some limitations of the original study—such as the need to include learner perspectives when evaluating guidance tools—and ends with suggestions for future research on when and how to study guidance mechanisms in computer-supported environments.
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Hoffman, D.L. Providing guidance in computer-supported inquiry environments: a research perspective. Education Tech Research Dev 69, 243–247 (2021). https://doi.org/10.1007/s11423-020-09902-1
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DOI: https://doi.org/10.1007/s11423-020-09902-1