Lee and Hannafin's framework holds that learners in student-centered classrooms need autonomy, scaffolding, and authentic audiences to enhance engagement¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Enhancing engagement in student-centered classrooms is attributed to empowering learners with autonomy, scaffolding, and authentic audiences. → Kevin M. Wong 2021

Evidence¶

Kevin M. Wong 2021¶

Kevin M. Wong. (2021). “A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it” by Lee and Hannafin (2016): an international perspective. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09842-w

q1 · i? · theoretical · r2

The commentary attributes this position to Lee and Hannafin (2016), reporting that they "argue that learners need to be empowered with autonomy, scaffolding, and authentic audiences." This is a second-hand summary of the framework, not a tested finding of the commentary.

"To enhance student engagement in student-centered classrooms, Lee and Hannafin (64: 707–734, 2016) argue that learners need to be empowered with autonomy, scaffolding, and authentic audiences, manifested in an “own it, learn it, share it” design framework."

Discussion¶

Related Claims¶

• More teacher support in AI-based instruction is not always better; a review found support worked well when balanced with students' autonomy and independent thinking — related
• The commentary calls for future research to examine what student-centered learning in online environments looks like in different contexts — related
• In Pilot District 3, majorities of students agreed that Compact Writing Assignments gave them topic choice and that autonomy and varied expression formats improved engagement and writing quality — a narrower finding that bears on this claim
• Meaningful choice about learning tasks increases interest, but only under boundary conditions — related
• Recognized cognitive principles for student-centered, Web-based learning are critically reviewed with a call for further in-depth study — related