Informal Peer Learning of Diverse Undergraduate Students: Some Learners Make Meaning through Collaborative Activity.
- Published in:
- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. 72
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- Publication type:
- Article
Works matching IS 17551382 AND DT 2023 AND VI 15 AND IP 1
Results: 8
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Students’ use of online rubrics: Unexpected digital barriers to feedback literacy development.
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- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. 49
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- Article
3
Editorial.
- Published in:
- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. i
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- Article
4
The constrained formative feedback in doctoral examiner reports.
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- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. 36
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- Publication type:
- Article
5
Reliability and validity of methods to assess undergraduate healthcare student performance in pharmacology: comparison of open book versus time-limited closed book examinations.
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- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. 14
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- Publication type:
- Article
6
Academic feedback and performance of students in an institution of higher education: How does our feedback impact our students?
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- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. 61
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- Publication type:
- Article
7
Effects of adaptive comparative judgement on student engagement with peer formative feedback.
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- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. 24
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- Publication type:
- Article
8
Learning from Wikipedia: Using digital social production as an assessment tool in higher education.
- Published in:
- Practitioner Research in Higher Education, 2023, v. 15, n. 1, p. 1
- By:
- Publication type:
- Article