Virtual Tutoring: An Online Environment for Scaffolding Students’ Metacognitive Problem Solving Expertise

dc.creator	Mohamed ElTahir OSMAN
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:41Z
dc.date.available	2015-07-20T22:13:41Z
dc.identifier	1304-6020
dc.identifier	https://doaj.org/article/d4bdb312696f4cc5a6fbd7f655023877
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16229
dc.description	Online learning technologies and virtual learning environments in particular are attracting considerable attention, and are likely to form key strategic aspects of teaching and learning science subjects at the post secondary level. Learners at various levels seem to enjoy the autonomy of gaining access to expertise through online communications and web-based resources. However, simply having access to knowledge without experience does not seem to be sufficient for the development of problem solving expertise and metacognitive control. This study investigated the effects of embedded metacognitive prompts on students' metacognitive awareness, and the effects of virtual tutoring on the development of students’ metacognitive problem solving expertise in physics. Virtual tutoring environment in this study can be described as an online environment that consists of different metacognitive scaffolds: expert modelling on digital online video, access to procedural, and self-assessment prompts, and collaborative interaction among teachers and students on a WebCT platform. The results suggest that embedded metacognitive prompts can be used as scaffolds to enhance learners' awareness of their ongoing thinking processes, and the need to plan their course of action and check their accuracy as they progress through any problem solving task. It also appears that externalizing the expert’s mental activities to the students can be an effective scaffolding strategy in guiding students’ attention to specific aspects of their learning processes, and engaging them in self-assessment of their own learning and understanding.
dc.language	Turkish
dc.language	English
dc.publisher	Ekip Ltd. Sti
dc.relation	www.tused.org
dc.relation	https://doaj.org/toc/1304-6020
dc.source	Journal of Turkish Science Education, Vol 7, Iss 4, Pp 3-12 (2010)
dc.subject	Virtual Tutoring
dc.subject	Online Environment
dc.subject	Scaffolding
dc.subject	Metacognitive Problem Solving
dc.subject	Expertise
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Virtual Tutoring: An Online Environment for Scaffolding Students’ Metacognitive Problem Solving Expertise
dc.type	article