Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation.
Background: Formative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumve...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 1; pp. 89 - 104 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2024
|
| Acceso en línea: | Ver este registro en EBSCOhost |