Ausgabe 3/2023
Inhalt (5 Artikel)
Enhancing student learning and achievement through orchestration of group processes and group composition
Carolyn P. Rosé, Sanna Järvelä
Open Access
Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students’ self-regulation profiles, participation in collaborative activities, retention, and learning in MOOCs
Georgios Psathas, Stergios Tegos, Stavros N. Demetriadis, Thrasyvoulos Tsiatsos
Promoting knowledge building through meta-discourse and epistemic discourse understanding
Yuyao Tong, Carol K. K. Chan
The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?
Jesmine S. H. Tan, Wenli Chen, Junzhu Su, Guo Su
Does matching peers at finer-grained levels of prior performance enhance gains in task performance from peer review?
Zheng Zong, Christian D. Schunn