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Works matching IS 00204277 AND DT 2015 AND VI 43 AND IP 5

Results: 5

1

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support.

Published in:

Instructional Science, 2015, v. 43, n. 5, p. 615, doi. 10.1007/s11251-015-9351-z

By:

Pol, Janneke;
Volman, Monique;
Oort, Frans;
Beishuizen, Jos

Publication type:

Article

2

Emotion and multimedia learning: an investigation of the effects of valence and arousal on different modalities in an instructional animation.

Published in:

Instructional Science, 2015, v. 43, n. 5, p. 545, doi. 10.1007/s11251-015-9352-y

By:

Chung, Sungwon;
Cheon, Jongpil;
Lee, Kwang-Woo

Publication type:

Article

3

Understanding the benefits of providing peer feedback: how students respond to peers' texts of varying quality.

Published in:

Instructional Science, 2015, v. 43, n. 5, p. 591, doi. 10.1007/s11251-015-9353-x

By:

Patchan, Melissa;
Schunn, Christian

Publication type:

Article

4

Design ideas, reflection, and professional identity: how graduate students explore the idea generation process.

Published in:

Instructional Science, 2015, v. 43, n. 5, p. 527, doi. 10.1007/s11251-015-9354-9

By:

Hutchinson, Alisa;
Tracey, Monica

Publication type:

Article

5

Collaboration, intragroup conflict, and social skills in project-based learning.

Published in:

Instructional Science, 2015, v. 43, n. 5, p. 561, doi. 10.1007/s11251-015-9348-7

By:

Lee, Dabae;
Huh, Yeol;
Reigeluth, Charles

Publication type:

Article