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Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course
| Content Provider | Paperity |
|---|---|
| Author | Swan, Amy K. Schrum, Kelly Sleeter, Nathan M. |
| Abstract | Using an expanded version of Alexander’s (2008) theory of dialogic teaching developed by Rojas-Drummond, 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. |
| File Format | HTM / HTML |
| Issue Number | 1 |
| Journal | International Journal for the Scholarship of Teaching and Learning |
| Volume Number | 13 |
| e-ISSN | 19314744 |
| Language | English |
| Publisher | Georgia Southern University |
| Publisher Date | 2019-01-22 |
| Access Restriction | Open |
| Subject Keyword | scaffolding inquiry-based learning graduate education Dialogic teaching and learning college teaching |
| Content Type | Text |
| Resource Type | Article |
