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Zone of Proximal Development and Scaffolding Online

Zone of Proximal Development and Scaffolding Online

Carol M. Lerch, Aandrea R. Bilics, Binta Colley
Copyright: © 2005 |Pages: 7
ISBN13: 9781591405559|ISBN10: 1591405556|EISBN13: 9781591405542
DOI: 10.4018/978-1-59140-555-9.ch317
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MLA

Lerch, Carol M., et al. "Zone of Proximal Development and Scaffolding Online." Encyclopedia of Distance Learning, edited by Caroline Howard, et al., IGI Global, 2005, pp. 2075-2081. https://doi.org/10.4018/978-1-59140-555-9.ch317

APA

Lerch, C. M., Bilics, A. R., & Colley, B. (2005). Zone of Proximal Development and Scaffolding Online. In C. Howard, J. Boettcher, L. Justice, K. Schenk, P. Rogers, & G. Berg (Eds.), Encyclopedia of Distance Learning (pp. 2075-2081). IGI Global. https://doi.org/10.4018/978-1-59140-555-9.ch317

Chicago

Lerch, Carol M., Aandrea R. Bilics, and Binta Colley. "Zone of Proximal Development and Scaffolding Online." In Encyclopedia of Distance Learning, edited by Caroline Howard, et al., 2075-2081. Hershey, PA: IGI Global, 2005. https://doi.org/10.4018/978-1-59140-555-9.ch317

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Abstract

While developing our courses, we realized the importance of the zone of proximal development (Vygotsky, 1978) in supporting our students. Learners’ experiences and backgrounds influence the learning process by bringing together the current learning situation with their individual social and historical backgrounds. Vygotsky (1978) defined the zone of proximal development (ZPD) as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (p. 86). Learners move from needing constant assistance to becoming knowledgeable participants who at times may need to review previous learning. Each student has the potential to provide needed scaffolding for others in the group by becoming the knowledgeable other in appropriate situations. This shared power based on “levels of understanding” (Driscoll, 1994) allows the learners to achieve a state of intersubjectivity.

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