ERIC Number: EJ1203768
Record Type: Journal
Publication Date: 2019
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course
Swan, Amy K.; Sleeter, Nathan M.; Schrum, Kelly
International Journal for the Scholarship of Teaching and Learning, v13 n1 Article 7 2019
Using an expanded version of Alexander's (2008) theory of dialogic teaching developed by RojasDrummond, 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.
Descriptors: Teaching Methods, Blended Learning, Graduate Students, Inquiry, Case Studies, Course Descriptions, Dialogs (Language), Teacher Student Relationship, Scaffolding (Teaching Technique), Interdisciplinary Approach, History Instruction, College Faculty, Management Systems, Electronic Publishing, Student Projects, Assignments, Feedback (Response)
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
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: Virginia
Grant or Contract Numbers: N/A