Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation.
This article examines the impact of the introduction of roles and the added value of self-assessment on students' level of knowledge construction in online asynchronous discussions in a first-year university course in instructional sciences. Students' postings in 20 discussion groups were used as th...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 2; pp. 177 - 189 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2009
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| Acceso en línea: | Ver este registro en EBSCOhost |