| Autor: |
Amy Swan, Nathan Sleeter, Kelly Schrum |
| Jazyk: |
angličtina |
| Rok vydání: |
2019 |
| Předmět: |
|
| Zdroj: |
International Journal for the Scholarship of Teaching and Learning, Vol 13 (2019) |
| Druh dokumentu: |
article |
| ISSN: |
1931-4744 |
| DOI: |
10.20429/ijsotl.2019.130107 |
| Popis: |
Using an expanded version of Alexander’s (2008) theory of dialogic teaching developed by Rojas-Drummond, Torreblanca, Pedraza, Vélez, and Guzmán (2013), this case study explored how instructors and students in a hybrid graduate course engaged in the process of dialogic teaching and learning (DTL). In particular, we examined the ways in which scaffolding strategies used in the course supported inquiry-based learning. Our findings suggest that instructors and students engaged in all five dimensions of DTL as defined by Rojas-Drummond et al. (2013), and illuminate the ways in which scaffolding can facilitate inquiry-based learning in interdisciplinary instructional settings. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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