Good Quality Discussion is Necessary But Not Sufficient in Asynchronous Tuition: a Brief Narrative Review of the Literature.
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- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.399
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- Publication type:
- Article
Works matching IS 24725749 AND DT 2014 AND VI 18 AND IP 2
Results: 8
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Introduction.
- Published in:
- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.466
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- Publication type:
- Article
3
The SAMR Model as a Framework for Evaluating mLearning.
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- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.435
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- Publication type:
- Article
4
Teaching Presence: Co-Creating a Multi-National Online Learning Community in an Asynchronous Classroom.
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- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.412
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- Publication type:
- Article
5
The Effect of Structured Divergent Prompts on Knowledge Construction.
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- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.410
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- Publication type:
- Article
6
Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion.
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- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.408
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- Publication type:
- Article
7
Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects.
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- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.429
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- Publication type:
- Article
8
An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry.
- Published in:
- Online Learning, 2014, v. 18, n. 2, p. 1, doi. 10.24059/olj.v18i2.418
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- Publication type:
- Article