Implementing the concept of scaffolding in an online learning environment for EFL learners
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초록
This study investigates how scaffolding can be implemented in a web-based learning environment to support language and self-directed learning. Specifically, this investigation demonstrates the multidimensional nature of scaffolding by using a design example of hard scaffolds developed for a web-based English learning site used by secondary schools. Unlike soft scaffolds, which are common in face-to-face classrooms, hard scaffolds are pre-designed before students study the content. This study illustrates how these hard scaffolds are embedded in an online English learning site for secondary school students. In this study, the scaffolds are categorized and subcategorized into types, levels, and modes. The findings of the pilot-tested web-based learning materials indicate that only well-planned and sophisticatedly designed scaffolds, such as an intelligent tutoring system, can facilitate student learning.
Abstract
This study investigates how scaffolding can be implemented in a web-based learning environment to support language and self-directed learning. Specifically, this investigation demonstrates the multidimensional nature of scaffolding by using a design example of hard scaffolds developed for a web-based English learning site used by secondary schools. Unlike soft scaffolds, which are common in face-to-face classrooms, hard scaffolds are pre-designed before students study the content. This study illustrates how these hard scaffolds are embedded in an online English learning site for secondary school students. In this study, the scaffolds are categorized and subcategorized into types, levels, and modes. The findings of the pilot-tested web-based learning materials indicate that only well-planned and sophisticatedly designed scaffolds, such as an intelligent tutoring system, can facilitate student learning.
참고문헌 (36)
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