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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...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Springer Netherlands
2021
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8254631/ http://dx.doi.org/10.1007/s10758-021-09535-0 |