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Using a Metacognitive Scaffold to Support Critical Thinking about Web Content
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Srinivasan, S., Crooks, S. & Wang, Q. (2004). Using a Metacognitive Scaffold to Support Critical Thinking about Web Content. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 701-706). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13555.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
More Information on SITE
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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.
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