Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course

Authors

Amy K. Swan, George Mason UniversityFollow
Nathan M. Sleeter, George Mason UniversityFollow
Kelly Schrum, George Mason UniversityFollow

Abstract

Using an expanded version of Alexander’s (2008) theory of dialogic teaching developed by Rojas-Drummond, Torreblanca, Pedraza, Vélez, and Guzmán (2013), this case study explored how instructors and students in a hybrid graduate course engaged in the process of dialogic teaching and learning (DTL). In particular, we examined the ways in which scaffolding strategies used in the course supported inquiry-based learning. Our findings suggest that instructors and students engaged in all five dimensions of DTL as defined by Rojas-Drummond et al. (2013), and illuminate the ways in which scaffolding can facilitate inquiry-based learning in interdisciplinary instructional settings.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Swan, Amy K.; Sleeter, Nathan M.; and Schrum, Kelly (2019) "Teaching Hidden History: A Case Study of Dialogic Scaffolding in a Hybrid Graduate Course," International Journal for the Scholarship of Teaching and Learning: Vol. 13: No. 1, Article 7.
Available at: https://doi.org/10.20429/ijsotl.2019.130107