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Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course
- Source :
-
International Journal for the Scholarship of Teaching and Learning . 2019 13(1). - Publication Year :
- 2019
-
Abstract
- 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.
Details
- Language :
- English
- ISSN :
- 1931-4744
- Volume :
- 13
- Issue :
- 1
- Database :
- ERIC
- Journal :
- International Journal for the Scholarship of Teaching and Learning
- Publication Type :
- Academic Journal
- Accession number :
- EJ1203768
- Document Type :
- Journal Articles<br />Reports - Research