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This study was conducted while the first author was in his instructional technology doctoral program at the University of Georgia.
This study examined how participating preservice teachers reported their perceptions and use of different scaffolds provided to support their WebQuest design. Sixteen preservice teachers participated in a succession of course activities designed to guide WebQuest design and development. Results indicated that while participants followed, adapted, and combined many scaffolds as they designed their WebQuests, they discounted other design supports as redundant, unnecessary, or too time-consuming. Implications for research and practice are described.
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- Scaffolding preservice teachers’ WebQuest design: a qualitative study
Michael J. Hannafin
- Springer US
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