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Using a Metacognitive Scaffold to Support Critical Thinking about Web Content
PROCEEDINGS

, , , College of Education, Texas Tech University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This study was designed primarily to examine the effect of metacognitive scaffolding through the use of web-prompts in order to support critical thinking about web content. Fifty-eight students from a southwestern university participated in the study. The participants were randomly assigned to one of the four experimental conditions. Results have shown that web-prompts help students to analyze and critically evaluate the information they receive online. The location of the web-prompt has shown to be important. Scaffolding done in the beginning of their studies helped them significantly more than when done synchronously along with their studies. The amount of text in a web-prompt was equally crucial. An unparsed web-prompt helped the participants more than a parsed web-prompt. Instructors would find this useful while designing their online courses in order to support critical thinking through metacognitive scaffolding.

Citation

Srinivasan, S., Crooks, S. & Wang, Q. (2004). Using a Metacognitive Scaffold to Support Critical Thinking about Web Content. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 701-706). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .