Cita APA (7a ed.)
B, D. W., H, V. K., T, S., & M, V. (2009). Structuring asynchronous discussion groups: The impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation. Journal of Computer Assisted Learning, 25(2), 177-189.
Cita Chicago Style (17a ed.)
B, De Wever, Van Keer H, Schellens T, y Valcke M. "Structuring Asynchronous Discussion Groups: The Impact of Role Assignment and Self-assessment on Students' Levels of Knowledge Construction Through Social Negotiation." Journal of Computer Assisted Learning 25, no. 2 (2009): 177-189.
Cita MLA (9a ed.)
B, De Wever, et al. "Structuring Asynchronous Discussion Groups: The Impact of Role Assignment and Self-assessment on Students' Levels of Knowledge Construction Through Social Negotiation." Journal of Computer Assisted Learning, vol. 25, no. 2, 2009, pp. 177-189.
Precaución: Estas citas no son 100% exactas.