Learning and Affective Support Online in Small Group and Class Contexts
This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey t...
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| Auteurs principaux: | , |
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| Format: | article |
| Langue: | EN |
| Publié: |
Athabasca University Press
2004
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| Accès en ligne: | https://doaj.org/article/c011de7418ea4a4e8a1c0303a26fe78d |
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