An AI-enabled feedback-feedforward approach to promoting online collaborative learning
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12292-5.pdf
Reference71 articles.
1. Avcı, Ü. (2020). Examining the role of sentence openers, role assignment scaffolds and self-determination in collaborative knowledge building. Educational Technology Research and Development, 68(1), 109–135. https://doi.org/10.1007/s11423-019-09672-5.
2. Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.).). Cambridge university press.
3. Bakeman, R., & Quera, V. (2011). Sequential analysis and observational methods for the behavioral sciences. Cambridge University Press.
4. Baker, D. J., & Zuvela, D. (2013). Feedforward strategies in the first-year experience of online and distributed learning environments. Assessment & Evaluation in Higher Education, 38(6), 687–697. https://doi.org/10.1080/02602938.2012.691153.
5. Baroudi, S., Aoun, S., & Hamam, D. (2023). Using feedforward to improve pre-service teachers’ academic writing and critical thinking skills. In frontiers in Education. Frontiers in Education, 8, 1126594. https://doi.org/10.3389/feduc.2023.1126594.
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