Effects of computer-based scaffolds on reflective journal writing
Reflective practice, scaffolds, critical reflection
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How to improve preservice teachers criticalreflection capability remains an actively debatedtopic. Recent years have witnessed an emergence ofdevelopment in Web-based educational systems to helpprepare teacher candidates. However, scaffolding forthe articulative/reflective attribute of meaningfullearning is rarely evident in these systems. The bookused explanatory mixed methods to examine the effectsof two computer-based scaffolds, question prompts andwriting process display, on preservice teachers reflective journal writing. The context of thisbook was a large scale electronic portfolio syste...
How to improve preservice teachers critical
reflection capability remains an actively debated
topic. Recent years have witnessed an emergence of
development in Web-based educational systems to help
prepare teacher candidates. However, scaffolding for
the articulative/reflective attribute of meaningful
learning is rarely evident in these systems. The book
used explanatory mixed methods to examine the effects
of two computer-based scaffolds, question prompts and
writing process display, on preservice teachers
reflective journal writing. The context of this
book was a large scale electronic portfolio system.
Quantitative results indicated that the scaffolds
significantly enhanced participants reflective
thinking capability, and qualitative results
explained why. Hence, it is hoped that the analyses
and results of the book can help inform others on how
to leverage the affordances of computer-based
scaffolds to enhance preservice teachers reflective
practice in technology-enhanced educational systems.
reflection capability remains an actively debated
topic. Recent years have witnessed an emergence of
development in Web-based educational systems to help
prepare teacher candidates. However, scaffolding for
the articulative/reflective attribute of meaningful
learning is rarely evident in these systems. The book
used explanatory mixed methods to examine the effects
of two computer-based scaffolds, question prompts and
writing process display, on preservice teachers
reflective journal writing. The context of this
book was a large scale electronic portfolio system.
Quantitative results indicated that the scaffolds
significantly enhanced participants reflective
thinking capability, and qualitative results
explained why. Hence, it is hoped that the analyses
and results of the book can help inform others on how
to leverage the affordances of computer-based
scaffolds to enhance preservice teachers reflective
practice in technology-enhanced educational systems.
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