Scaffolding Discovery Learning Spaces

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dc.contributor.author Hai-Jew, Shalin
dc.date.accessioned 2010-04-06T15:53:37Z
dc.date.available 2010-04-06T15:53:37Z
dc.date.issued 2010-04-06T15:53:37Z
dc.identifier.uri http://hdl.handle.net/2097/3515
dc.description.abstract Discovery learning spaces may be created in online learning environments to encourage learner-directed training and learning. Such “autodidaxy” learning tends to be autonomous and learner-directed. This chapter addresses the importance of learner empowerment through the building of learner orientation, decision supports, community supports, and new learning archival. This also advocates promotion of learner selfefficacy and decision-making. The Web-based design of online discovery spaces needs to be aligned in pro-learning ways based on relevant theory, research and in-field applied practices. en_US
dc.subject Autodidaxy en_US
dc.subject Discovery learning en_US
dc.subject Independent learning en_US
dc.subject Motivational interference en_US
dc.subject Self-directed learning en_US
dc.subject Self-regulated learning en_US
dc.subject Self-efficacy en_US
dc.title Scaffolding Discovery Learning Spaces en_US
dc.type Article (publisher version) en_US
dc.date.published 2008 en_US
dc.citation.epage 548 en_US
dc.citation.issue 4 en_US
dc.citation.jtitle MERLOT Journal of Online Learning and Teaching en_US
dc.citation.spage 533 en_US
dc.citation.volume 4 en_US
dc.contributor.authoreid shalin en_US


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