{"id":2449,"date":"2022-04-10T21:43:47","date_gmt":"2022-04-11T01:43:47","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2449"},"modified":"2022-04-10T21:43:47","modified_gmt":"2022-04-11T01:43:47","slug":"2449","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2449","title":{"rendered":""},"content":{"rendered":"\n<p>Silva, P. (2017). Scaffolding assignments: Analysis of AssignMentor as a tool to support first year students&#8217; academic writing skills.&nbsp;<em>E-Learning and DIgital Media, 14<\/em>(1-2), 86-97. doi:10.1177\/2042753017695652<\/p>\n\n\n\n<p>Abstract:\u00a0<\/p>\n\n\n\n<p>&#8220;There are several technological tools which aim to support first year students\u2019 challenges, especially when it comes to academic writing. This paper analyses one of these tools, Wiley\u2019s AssignMentor. The Technological Pedagogical Content Knowledge framework was used to systematise this analysis. The paper showed an alignment between the tools\u2019 features, and the content, pedagogical and technological requirements. In particular, the paper highlighted that the tool provided an online scaffolding tool, which guides students during their writing process. Additionally, some limitations of the software were identified, which could be addressed by using a blended learning approach.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Silva, P. (2017). Scaffolding assignments: Analysis of AssignMentor as a tool to support first year students&#8217; academic writing skills.&nbsp;E-Learning and DIgital Media, 14(1-2), 86-97. doi:10.1177\/2042753017695652 Abstract:\u00a0 &#8220;There are several technological tools which aim to support first year students\u2019 challenges, especially when it comes to academic writing. This paper analyses one&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2449\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[525,543,559,1326],"coauthors":[2301],"class_list":["post-2449","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-higher-education","tag-first-year-students","tag-blended-learning","tag-academic-writing","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2449","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=2449"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2449\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2449"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2449"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2449"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2449"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}