Promoting Students’ Collective Cognitive Responsibility through Concurrent, Embedded and Transformative Assessment in Blended Higher Education Courses

This study investigates different instructional designs to promote students’ collective cognitive responsibility for Knowledge Building in blended university courses. Using an iterative, design-based research methodology with reference to the conjecture mapping technique, the blended learning design...

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Detalles Bibliográficos
Autores principales: Cacciamani, Stefano, Perrucci, Vittore, Fujita, Nobuko
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2021
Materias:
Original Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8254631/
http://dx.doi.org/10.1007/s10758-021-09535-0

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8254631/
http://dx.doi.org/10.1007/s10758-021-09535-0

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