One intervention, several benefits: Deliberate computer‐assisted argument mapping practices in an online teacher education course.
Background: Ambiguity prevails concerning the fundamental methodological characteristics of computer‐assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furn...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 3230 - 3249 |
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| Autor principal: | |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |