Google docs for higher education: Evaluating online interaction and reflective writing using content analysis approach
Author:
Funder
Ministry of Higher Education, Malaysia
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-021-10760-4.pdf
Reference67 articles.
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2. An, H., Shin, S., & Lim, K. (2009). The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions. Computers & Education, 53(3), 749–760. https://doi.org/10.1016/j.compedu.2009.04.015
3. Aylward, L., & Mackinnon, G. (1999). Exploring the use of electronic discussion group coding with pre-service secondary teachers. Journal of Information Technology for Teacher Education, 8(3), 335–348. https://doi.org/10.1080/14759399900200065
4. Azer, S. A. (2009). Interactions between students and tutor in problem-based learning: The significance of deep learning. The Kaohsiung Journal of Medical Sciences, 25(5), 240–249. https://doi.org/10.1016/S1607-551X(09)70068-3
5. Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching, 5(1), 51–73. https://doi.org/10.1080/1354060990050104
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