Revisiting prompting in the age of digital pedagogy: a theoretical analysis of pedagogical techniques in contemporary educational technologies
DOI:
https://doi.org/10.47577/tssj.v61i1.11606Keywords:
prompting, digital pedagogy, fading, shadowing, self-directed learningAbstract
This research revisits the utilization of prompting as an essential teaching technique in digital pedagogy, taking into account its changing significance in response to technological progress. This study presents a paradigm that highlights the importance of prompting in supporting digital learning environments. It analyzes different types of prompting, their usefulness, and how learning progresses through strategies like fading and shadowing. Additionally, this study examines the practical consequences, implementation processes, and future research issues in the field of digital pedagogy.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dana Rad, Alina Roman, Radiana Marcu, Ramona Tatiana Bennett
This work is licensed under a Creative Commons Attribution 4.0 International License.