Unveiling the Relationship Between Undergraduate Students' Emergent Roles and Learning Performance in Collaborative Argumentation‐Based Learning: Insights From Sequence Clustering and Entropy Analysis.
Background: Roles are the socio‐cognitive interaction patterns in social learning. Analyzing emergent roles provides insights into how students naturally participate and contribute knowledge in productive collaborative argumentation‐based learning (CABLE). However, previous studies lack a comprehens...
| Published in: | Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 17 |
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| Main Authors: | , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Feb2026
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| Online Access: | View this record in EBSCOhost |