The effect of midterm peer feedback on student functioning in problem-based tutorials

Within Problem-Based Learning successful learning depends on the quality of cognitive, social and motivational contributions students make to the tutorial group. But at the same time, not all students in PBL automatically contribute in a high quality manner, which might impede successful group funct...

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Detalles Bibliográficos
Autores principales: Kamp, Rachelle J. A., Dolmans, Diana H. J. M., Van Berkel, Henk J. M., Schmidt, Henk G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2012
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3622745/
https://www.ncbi.nlm.nih.gov/pubmed/22453356
http://dx.doi.org/10.1007/s10459-012-9364-1

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3622745/
https://www.ncbi.nlm.nih.gov/pubmed/22453356
http://dx.doi.org/10.1007/s10459-012-9364-1

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