The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer.
This study investigated the impact of collaborative and individualized student response system-based instruction on learner motivation, metacognition, and concept transfer in a large-enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, di...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 5; pp. 477 - 488 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |