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Journal of Computing in Higher Education
Erschienen in: Journal of Computing in Higher Education 3/2009

01.12.2009

Scaffolding preservice teachers’ WebQuest design: a qualitative study

verfasst von: Feng Wang, Michael J. Hannafin

Erschienen in: Journal of Computing in Higher Education | Ausgabe 3/2009

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Abstract

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.
Vorheriger Artikel Cognitive presence and online learner engagement: a cluster analysis of the community of inquiry framework

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Metadaten
Titel
Scaffolding preservice teachers’ WebQuest design: a qualitative study
verfasst von
Feng Wang
Michael J. Hannafin
Publikationsdatum
01.12.2009
Verlag
Springer US
Erschienen in
Journal of Computing in Higher Education / Ausgabe 3/2009
Print ISSN: 1042-1726
Elektronische ISSN: 1867-1233
DOI
https://doi.org/10.1007/s12528-009-9025-4