Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs
This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level...
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| Auteurs principaux: | , , |
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| Format: | article |
| Langue: | EN |
| Publié: |
Athabasca University Press
2014
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| Sujets: | |
| Accès en ligne: | https://doaj.org/article/67fa45ff89c047aa888d39c0826f7578 |
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