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The Effect of Web-Based Question Prompts on Scaffolding Knowledge Integration and Ill-Structured Problem Solving
16 references·9 citing·36 second hop
The Effect of Web-Based Question Prompts on Scaffolding Knowledge Integration and Ill-Structured Problem Solving (2007)The Effect of Web-Based Question Prompts …Metacognition, Motivation, and Understanding (2026)Metacognition, Motivation, an…Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms (2026)Metacognition, Executive Cont…Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions (2003)Scaffolding students’ problem…Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts (2003)Prompting Middle School Scien…Encyclopedia of education (2003)Encyclopedia of educationDoes adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? (2003)Does adaptive scaffolding fac…Quarterly Review of Distance Education (2002)Quarterly Review of Distance …Scaffolding students' knowledge integration: prompts for reflection in KIE (2000)Scaffolding students' knowled…Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts (1998)Reading Abraham Lincoln: An E…Qualitative Research for Education: An Introduction to Theory and Methods (1997)Qualitative Research for Educ…CSCL, theory and practice of an emerging paradigm (1997)CSCL, theory and practice of …Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain (1994)Guiding Knowledge Constructio…Computer Support for Knowledge-Building Communities (1994)Computer Support for Knowledg…Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge (1993)Structural Knowledge: Techniq…Instructional Design Theories and Models (1983)Instructional Design Theories…A Suggested Model for Metacognitive Strategy Instruction in EFL Writing Classrooms (2021)A Suggested Model for Metacog…THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS’ SCIENTIFIC CREATIVITY (2017)THE EFFECTS OF PROBLEM BASED …Facilitating Student Learning in Accounting through Scaffolded Assessment (2015)Facilitating Student Learning…The puzzling difficulty of tool innovation: Why can’t children piece their knowledge together? (2014)The puzzling difficulty of to…Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies (2012)Web-based undergraduate chemi…Rethinking Observed Power (2011)Rethinking Observed PowerThe value of writing-to-learn when using question prompts to support web-based learning in ill-structured domains (2010)The value of writing-to-learn…Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts (2010)Promoting college students’ k…Re-examining cognition during student-centered, Web-based learning (2009)Re-examining cognition during…Learning How to Learn (1984)Situated Cognition and the Culture of Learning (1989)Learning in Science: A Comparison of Deep and Surface Approaches (2000)Patterns of Discourse in Two Kinds of Literature Discussion (2001)Student-generated questions: A meaningful aspect of learning in science (2002)Language, Memory, and Thought (2013)The Process of Education (1960)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT (2001)Design-based research and technology-enhanced learning environments (2005)Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)Problems and issues in the use of concept maps in science assessment (1996)Reconceptalizing change in the cognitive construction of knowledge (1998)Measuring Team Knowledge (2000)Development and use of the ARCS model of instructional design (1987)Toward a design theory of problem solving (2000)Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic it Skills Training1 (2001)Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Motivational and self-regulated learning components of classroom academic performance. (1990)A life-span theory of control. (1995)A Guide to Conducting Consensual Qualitative Research (1997)Techniques to Identify Themes (2003)Understanding Reliability and Validity in Qualitative Research (2015)Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. (1989)Metacognitive theories (1995)Self-regulated learning: where we are today (1999)Problem-Based Learning: What and How Do Students Learn? (2004)The Four-Phase Model of Interest Development (2006)Focus on Formative Feedback (2008)Shift happens: online education as a new paradigm in learning (2000)Small Group and Individual Learning with Technology: A Meta-Analysis (2001)New Frontiers: Regulating Learning in CSCL (2013)Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education (2006)A Meta-Analysis of Three Types of Interaction Treatments in Distance Education (2009)Issues and Challenges for Teaching Successful Online Courses in Higher Education (2017)
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References

  • 1997Qualitative Research for Education: An Introduction to Theory and Methods14,936 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 1983Instructional Design Theories and Models2,192 cited
  • 1994Computer Support for Knowledge-Building Communities2,164 cited
  • 2002Quarterly Review of Distance Education1,627 cited
  • 2026Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms1,568 cited
  • 2026Metacognition, Motivation, and Understanding1,366 cited
  • 1997CSCL, theory and practice of an emerging paradigm730 cited
  • 1993Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge689 cited
  • 1994Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain606 cited
  • 2003Encyclopedia of education595 cited
  • 2000Scaffolding students' knowledge integration: prompts for reflection in KIE531 cited
  • 2003Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions518 cited
  • 2003Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?473 cited

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1998
Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts
442 cited
  • 2003Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts429 cited
  • Cited by

    • 2014The puzzling difficulty of tool innovation: Why can’t children piece their knowledge together?81 cited
    • 2017THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS’ SCIENTIFIC CREATIVITY67 cited
    • 2009Re-examining cognition during student-centered, Web-based learning66 cited
    • 2010Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts56 cited
    • 2012Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies45 cited
    • 2010The value of writing-to-learn when using question prompts to support web-based learning in ill-structured domains40 cited
    • 2011Rethinking Observed Power32 cited
    • 2021A Suggested Model for Metacognitive Strategy Instruction in EFL Writing Classrooms24 cited
    • 2015Facilitating Student Learning in Accounting through Scaffolded Assessment21 cited