An online progressive peer assessment approach to project-based learning: a constructivist perspective-Reference-Cited by-同舟云学术

An online progressive peer assessment approach to project-based learning: a constructivist perspective

Published:2023-06-22 Issue:5 Volume:71 Page:2073-2101
ISSN:1042-1629
Container-title:Educational technology research and development
language:en
Short-container-title:Education Tech Research Dev

Author:

Wang Xiao-Ming^ORCID,Yu Xiao-Han,Hwang Gwo-Jen,Hu Qing-Nan

Funder

the Open Research Fund of Zhejiang Provincial Key Laboratory of Intelligent Education Technology and Application

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s11423-023-10257-6.pdf

Reference90 articles.

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2. Aldabbus, S. (2018). Project-based learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71–79.

3. Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 2158244020938702. https://doi.org/10.1177/2158244020938702

4. Alt, D., & Raichel, N. (2022). Problem-based learning, self-and peer assessment in higher education: Towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370–394. https://doi.org/10.1080/02671522.2020.1849371

5. Alzaid, J. M. (2017). The effect of peer assessment on the evaluation process of students. International Education Studies, 10(6), 159–173. https://doi.org/10.5539/ies.v10n6p159

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