The effect of sustained vs. faded scaffolding on students’ argumentation in ill-structured problem solving

Computers in Human Behavior

Volumn 87, Issue , 2018, Pages 436-449

  Tawfik, Andrew A ^a   Law, Victor ^b   Ge, Xun ^c   Xing, Wanli ^d   Kim, Kyung ^e  

^a UNIVERSITY OF MEMPHIS   (United States)

^b UNIVERSITY OF NEW MEXICO   (United States)

^c UNIVERSITY OF OKLAHOMA   (United States)

^d TEXAS TECH UNIVERSITY   (United States)

^e NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

Argumentation; Fading; Ill structured problem solving; Learning analytics; Problem based learning; Scaffold

Indexed keywords

DEEP LEARNING; SCAFFOLDS; STUDENTS;

ARGUMENTATION; FADING; ILL-STRUCTURED PROBLEM SOLVING; LEARNING ANALYTICS; PROBLEM BASED LEARNING;

PROBLEM SOLVING;

ARTICLE; CONTROLLED STUDY; HUMAN; PROBLEM BASED LEARNING; PROBLEM SOLVING; STUDENT; THEORETICAL STUDY;

EID: 85042447634     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2018.01.035     Document Type: Article

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