Learning in a sheltered online scaffolding environment (SOSE)

Salem, Ashraf Atta M. S.

doi:10.1007/s10639-019-09883-6

Cited by 5 publications

(8 citation statements)

References 49 publications

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“…One of the most exciting proposals regarding its theoretical foundation and the response to learning in the XXI Century is the SOSE Model proposed by Salem (2019). It is a new web-based model comprising three main stages: preparation, data refinement, cooperation, and publishing.…”

Section: A Reflection On a Didactical Design For Training Teachers In...mentioning

confidence: 99%

“…There are multiple pedagogical models or learning designs that seek to show a path in the integration of technology into education. The TPACK Model Mishra and Koehler (2006), the SAMR Model Puentedura (2014) and the SOSE Model Salem (2019) present solid theoretical foundations and attempts to show procedures for their implementation. A second group of models raises awareness on the importance of considering other aspects like elaboration of knowledge, use of multimedia, and teachers' background and beliefs.…”

Section: Introductionmentioning

confidence: 99%

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Diseño Didáctico de Aprendizaje basado en la Web para Entrenamiento Docente en Incorporación de Tecnología a la Clase de Inglés

Camacho Vásquez,

Díaz Pareja,

Ortega Tudela

2023

Prax.

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La enseñanza y aprendizaje remotos por emergencia durante pandemia han demostrado la urgente necesidad de capacitar a los docentes en la incorporación tecnología al aula de clase. En la enseñanza del inglés (ELT), esta necesidad se convierte en una exigencia debido a que el uso de herramientas digitales posibilita el desarrollo de la competencia cultural e intercultural mediante el acercamiento de los estudiantes a registros auténticos en hablantes nativos, y variaciones de la lengua objetivo en hablantes de inglés pertenecientes a otras lenguas. La revisión literaria demuestra que modelos, como el T-Pack de Mishra and Koehler’s, el SAMR de Puentedura, y el SOSE de Salem, muestran como guiar este proceso de integración de las TIC en educación en general, pero no existe un diseño didáctico que describa concretamente los procedimientos para capacitar docentes de inglés. El presente artículo busca describir y sustentar teóricamente un Diseño Didáctico basado en la Web para entrenar docentes de inglés en el uso de las TIC en ELT. El Diseño es parte de la fase de intervención de un estudio que persigue establecer sus efectos en la Competencia Digital Docente utilizando el marco del DigCompEdu en tres poblaciones de docentes de inglés en Colombia.

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Section: A Reflection On a Didactical Design For Training Teachers In...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Diseño Didáctico de Aprendizaje basado en la Web para Entrenamiento Docente en Incorporación de Tecnología a la Clase de Inglés

Camacho Vásquez,

Díaz Pareja,

Ortega Tudela

2023

Prax.

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“…( (Hsu, Lai, & Hsu, 2015, 244 245) . (Belland, Kim, & Hannafin, 2013 (Belland, 2014, 505) (Cho & Cho, 2014, 26) (Salem, 2019(Salem, , 2510 . .…”

Section: ‫اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫اﻟﺪﻋﺎﻣﺎت‬ ‫أﻫﻤﻴﺔ‬mentioning

confidence: 99%

أثر الدعامات التعليمية (المباشرة/ غير المباشرة) في منصات التعلم الرقمية على تنمية الجانب المعرفي والمهاري لإدارة وتنظيم الاستشهادات المرجعية الإلکترونية لدى طلاب الدراسات العليا بکلية التربية

معبد¹

2021

مجلة کلية التربية. بنها

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“…Research also indicated online interaction entails prerequisite conditions for learning which are constructivist theory, scaffolding strategies, project-based learning, inquiry-based learning, discovery learning, problem-based learning and active learning. (Salem, 2019). Corpus analysis of Turkish students' online writing performances a rmed the positive role of web based farze.ir application (Çakır & Özer).…”

Section: Introductionmentioning

confidence: 98%

The Potentials of Three Writing Modalities in Development and Sustained Development of Grammatical and Lexical Accuracy of Writing Performance

Zenouzagh

2020

Preprint

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This study investigated the development and sustained development of grammatical and lexical accuracy in three writing modalities of individual, collaborative and e-collaborative writing. To this end, 90 Iranian Intermediate EFL learners were selected according to the participants' scores on a writing pretest.. Participants were assigned into the research groups e on the basis of convenient sampling. The writing performances in three groups of individual, collaborative and e-collaborative writing performance were measured on pretest, posttest and delayed posttests. Multivariate analysis of variance (MANOVA) indicated that participants’ writing performance in individual writing F (5, 38) = 16.06, p = .000, partial η2 = .679 representing a large effect size) and collaborative writing (F (5, 38) = 17.64, p = .000, partial η2 = .699 representing a large effect size) were sustainably improved in terms of grammatical and lexical accuracy. MANOVA results also indicated that participants writing performances in E-collaborative writing (F (5, 38) = 8.64, p = .000, partial η2 = .532 representing a large effect size) were improved and the improvement was sustained with respect to grammatical accuracy but not lexical accuracy. The post hoc comparison indicated that that collaborative writing was the most effective mode of writing as far as grammatical and lexical accuracy were concerned. The results have significant implications for teaching practitioners.

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Learning in a sheltered online scaffolding environment (SOSE)

Cited by 5 publications

References 49 publications

Diseño Didáctico de Aprendizaje basado en la Web para Entrenamiento Docente en Incorporación de Tecnología a la Clase de Inglés

Diseño Didáctico de Aprendizaje basado en la Web para Entrenamiento Docente en Incorporación de Tecnología a la Clase de Inglés

The Potentials of Three Writing Modalities in Development and Sustained Development of Grammatical and Lexical Accuracy of Writing Performance

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