Revisiting prompting in the age of digital pedagogy: a theoretical analysis of pedagogical techniques in contemporary educational technologies

Dana Rad; Alina Roman; Radiana Marcu; Ramona Tatiana Bennett

doi:10.47577/tssj.v61i1.11606

Authors

Dana Rad Universitatea Aurel Vlaicu https://orcid.org/0000-0001-6754-3585
Alina Roman Aurel Vlaicu University of Arad
Radiana Marcu Vasile Goldiș Western University of Arad
Ramona Tatiana Bennett Aurel Vlaicu University of Arad

DOI:

https://doi.org/10.47577/tssj.v61i1.11606

Keywords:

prompting, digital pedagogy, fading, shadowing, self-directed learning

Abstract

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.

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Author Biographies

Alina Roman, Aurel Vlaicu University of Arad

Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, 310032, Arad, Romania

Radiana Marcu, Vasile Goldiș Western University of Arad

Faculty of Social Sciences, Humanities, and Physical Education and Sports, Vasile Goldiș Western University of Arad, 310025, Arad, Romania

Ramona Tatiana Bennett, Aurel Vlaicu University of Arad

Center of Research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu University of Arad, 310032, Arad, Romania