Effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude-Reference-Cited by-同舟云学术

Effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude

Published:2021-04-23 Issue: Volume: Page:1-17
ISSN:1049-4820
Container-title:Interactive Learning Environments
language:en
Short-container-title:Interactive Learning Environments

Author:

Lee Yen-Fen¹^ORCID,Lin Chi-Jen²^ORCID,Hwang Gwo-Jen³^ORCID,Fu Qing-Ke⁴^ORCID,Tseng Weu-Hui⁵

Affiliation:

1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taipei, Taiwan

2. College of Liberal Arts and Social Sciences, National Taiwan University of Science and Technology, Taipei, Taiwan

3. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan

4. School of Teacher Education, Huzhou University, Huzhou, People’s Republic of China

5. Taipei Municipal Jian-Kang Elementary School, Taipei, Taiwan

Funder

Ministry of Science and Technology of the Republic of China

Publisher

Informa UK Limited

Subject

Computer Science Applications,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2021.1916763

Reference60 articles.

1. Teaching With Rubrics: The Good, the Bad, and the Ugly

2. The Instructional Effect of Feedback in Test-Like Events

3. Effects of a metacognitive support device in learning environments

4. A Tool for Formative Assessment and Learning in a Graphics Design Course: Adaptive Comparative Judgement

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