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ERIC Number: EJ1092296
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1541-4914
Instructor's Scaffolding in Support of Student's Metacognition through a Teacher Education Online Course--A Case Study
Reingold, Roni; Rimor, Rikki; Kalay, Anat
Journal of Interactive Online Learning, v7 n2 p139-151 Sum 2008
This study describes the relationship between the instructor's feedback and students' metacognitive processes in an online course on democracy and multiculturalism, which was taught as part of a teacher education program. 700 postings, written by 68 students, were content analyzed along with 66 postings by the instructor, using tools designed for that purpose. A strong positive correlation was found between the instructor's responses and students' metacognitive thinking demonstrating the importance of 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's scaffolding to promote and study students' metacognitive reflections. Implications for the design of teacher education programs are also discussed.
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A