When do students provide more peer feedback? The roles of performance and prior feedback experiences.
- Published in:
- Instructional Science, 2023, v. 51, n. 6, p. 977, doi. 10.1007/s11251-023-09640-w
- By:
- Publication type:
- Article
Works matching IS 00204277 AND DT 2023 AND VI 51 AND IP 6
Results: 6
1
2
Reflections on sustained debugging support: conjecture mapping as a point of departure for instructor feedback on design.
- Published in:
- Instructional Science, 2023, v. 51, n. 6, p. 1043, doi. 10.1007/s11251-023-09629-5
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- Publication type:
- Article
3
Developing a needs-based plagiarism management in second-language writing in a higher education institute: practice-oriented research.
- Published in:
- Instructional Science, 2023, v. 51, n. 6, p. 1079, doi. 10.1007/s11251-023-09628-6
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- Publication type:
- Article
4
Scoping deliberations: scaffolding engagement in planning collective action.
- Published in:
- Instructional Science, 2023, v. 51, n. 6, p. 1005, doi. 10.1007/s11251-023-09621-z
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- Publication type:
- Article
5
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure.
- Published in:
- Instructional Science, 2023, v. 51, n. 6, p. 953, doi. 10.1007/s11251-023-09619-7
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- Publication type:
- Article
6
Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning.
- Published in:
- Instructional Science, 2023, v. 51, n. 6, p. 921, doi. 10.1007/s11251-023-09616-w
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- Publication type:
- Article