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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Distributed scaffolding is a concept developed by Puntambekar and Kolodner in 1998 [1] that describes an ongoing system of student support through multiple tools, activities, technologies and environments that increase student learning and performance.
By September 2004, 900 MIT courses were available online. In 2005, MIT OpenCourseWare and other open educational resources projects formed the OpenCourseWare Consortium, which seeks to extend the reach and impact of open course materials, foster new open course materials and develop sustainable models for open course material publication.
This program accepts applications for university lecturers that wish to put their courses online, and gives grants of between $10,000 – 15,000 CAD per course that is put online, and made available free of charge to the general public (ibid.). The most prestigious award is for the "national level CQOCW", then there is "provincial level" and ...
The students take courses online, but they also meet once a week in small groups to create 'scaffolding confidence.' [6] On February 7, 2017, the LDS Church announced the creation of BYU–PW to provide strategic oversight and leadership for the church's online higher education initiatives, which consists of PathwayConnect and online higher ...
Scaffolding in education does have some boundaries. One of the largest hurdles to overcome when providing ample support for student learning is managing multiple students. While scaffolding is meant to be a relatively independent process for students, the initial phase of providing individual guidance can easily be overseen when managing large ...
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The time and effort required from participants may exceed what students are willing to commit to a free online course. Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control. Participants must self-regulate and set their own goals.
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