Abstract
The main goal of the current study was to investigate the relationship between an instructor’s scaffolding in an online course and students’ metacognitive reflections. 700 postings, written by 68 students, were content analyzed along with 66 postings by the instructor, using tools designed for that purpose. A positive correlation was found between the instructor’s responses and students’ metacognitive thinking, demonstrating the importance of an instructor’s feedback in helping to produce an environment in which students would experience learning through reflective and metacognitive processes. Our study highlights the unique potential of online courses coupled with instructor-led scaffolding to promote and study students’ metacognitive reflections. The uniqueness of the current study can be found in applying qualitative and quantitative methodologies to achieve an integrated examination of the instructor’s scaffolding and students’ thinking in an e-learning course.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, M. D. (2001). Individual characteristics and web-based courses. In C. R. Wolfe (Ed.), Learning and teaching on the World Wide Web (pp. 47- 68). San Diego, CA: Academic Press.
Barbour, M., & Collins, M. (2003). Online Writing as a Form of Electronic Communication in a Second Year Biology Course. Media and Technology for Human Resource Development: Journal of Educational Technology, 14(1-2), 33-42.
Banks, J. A. (1996). The canon debate, knowledge construction and multicultural education. In Banks, J. A. (Ed.). Multicultural education, transformative knowledge & action. (pp. 3-29). New York: Teacher College Press.
Bernt, F. M., & Bugbee, A. C, jr. (1993). Study practices and attitudes related to academic success in a distance learning program. Distance Education, 14, 97-113.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum.
Buttler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65, 245-281.
Chute, A. G., & Shatzer, L. S. (1995). Designing for international teletraining, Adult Learning, 7(1), 20-21.
Cornbleth, C. (1986). Ritual and rationality in teacher education reform. Educational Researcher, April, 5 - 15.
Danchak, M. M., & Huguet, M. P. (2004). Designing for the changing role of the instructor in blended learning. Professional Communication, IEEE Transactions on, 47(3), 200-210. Retrieved September 10, 2005, Retrieved from: http://ieeexplore.ieee.org/iel5/47/29409/013315
Davis, E. A. (April 2003). Characterizing and fostering productive reflection in prospective elementary science teachers. A paper presented at the American Educational Research Association annual meeting. Chicago.
Diniz-Pereira, J. E. (2005), Teacher Education for Social Transformation and its Links to Progressive Social Movements: The case of the Landless Workers Movement in Brazil. The Journal for Critical Education Policy Studies, Vol.3, No. 2. Retrieved April 23 2007, Retrieved from: http://www.jceps.com/index.php?pageID=home&issueID=6
Ertmer, P., & Newby, T. (1996). The expert learner: Strategic, self-regulated and reflective. Instructional Science 14, 1-24.
Efklides, A, (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review 3-14.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist 34, 906-911.
Jonassen, D. H. (2000). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, NJ: Prentice Hall.
Kyong-Jee, K., & Bonk, C. J. (2002), Cross-Cultural Comparisons of Online Collaboration, Journal of Computer-Mediated Communication, 8 (1), Retrieved from: http://jcmc.indiana.edu/vol8/issue1/kimandbonk.html
Lehman, R. (2006). The Role of Emotion in Creating Instructor and Learner Presence in the Distance Education Experience. Journal of Cognitive Affective Learning 2(2), 12-26.
McCrindle, A., & Christensen, C. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction 5, 167-185.
Nardi, B. (1996). Context and Consciousness: activity theory and human-computer interaction. Cambridge, MA: MIT Press.
Nashon, S. M., Anderson, D., & Nielsen, W. (2005). Students metacognitive traits as pointers to their subsequent knowledge construction. Conference Proceedings CD of the National Association for Research in Science Teaching (NARST), Dallas, Texas.
Nehama, T., Kalay, A., & Rimor, R (2005). Types and Levels of Teachers Supports in an Online Environment: Typology of scaffolding. A Paper Presented at the IACE 20$th$ Annual Meeting (Hebrew).
Nir-Gal, O., Nur, T., Gelbart, R., & Reingold, R. (2005). The Online Teacher’s Role - An Analysis Reflected by Field Data, Research Report, Achva- College of Education, supported by The MOFET Institute (Hebrew).
Papaleontiou-Louca, E. (2003). The concept and instruction of metacognition. Teacher Development 7(1), 9–30
Paris, S.G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In: B. Jones and L. Idol. Hillsdale (Eds.). Dimensions of thinking and cognitive instruction, NJ: Lawrence Erlbaum.
Rimor, R. (2002). From search for data to construction of knowledge. Processes of organization and construction of knowledge in data-base environment. Ph.D. Thesis. Ben-Gurion University. Beer- Sheva, Israel. (Hebrew).
Rimor, R., & Kozminsky, E. (2001-2002). An analysis of the reflections of students in online courses. Ben-Gurion University of the Negev. Retrieved June 15, 2006, Retrieved from: http://burdacenter.bgu.ac.il/publications/finalReports2001-2002/Rimor.pdf
Russo, T. C., & Ford, D. J. (Spring, 2006). Teachers’ reflection on reflection practice. Journal of Cognitive Affective Learning, 2(2), 1–12. Retrieved August 31, 2006, Retrieved from: https://www.jcal.emory.edu//viewarticle.php?id=54&layout=html
Thomas, M. (2002). Learning within incoherent structures: the space of online discussion forums. Journal of computer learning 18, 351-366.
Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: Association for Supervision and Curriculum Development.
Vygotsky, L. S. (1978). Mind in Society: the development of higher psychological processes. In Cole, M. et al. (Eds.). Cambridge, MA: Harvard University Press.
Zemsky, R., & Massy, W. F. (2004).Thwarted Innovation - What Happened to e-learning and Why . A Learning Alliance Report. Retrieved August 20, 2004, Retrieved from: http://www.csudh.edu/dearhabermas/WeatherStation_Report.pdf
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science+Business Media B.V.
About this paper
Cite this paper
Rimor, R., Reingold, R., Heiman, T. (2008). Instructor Scaffolding in Support of Students’ Metacognition Through an Online Course. In: Zumbach, J., Schwartz, N., Seufert, T., Kester, L. (eds) Beyond Knowledge: The Legacy of Competence. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8827-8_6
Download citation
DOI: https://doi.org/10.1007/978-1-4020-8827-8_6
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8826-1
Online ISBN: 978-1-4020-8827-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)