Harnessing the potential of trace data and linguistic analysis to predict learner performance in a multi‐text writing task.
Background: Assignments that involve writing based on several texts are challenging to many learners. Formative feedback supporting learners in these tasks should be informed by the characteristics of evolving written product and by the characteristics of learning processes learners enacted while de...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 3; pp. 703 - 719 |
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| Autores principales: | , , , , , , , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |