Epistemic Network Analysis of the Correlation between Interpersonal Interaction and Cognitive Engagement in a Blended Synchronous Classroom-Reference-Cited by-同舟云学术

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Epistemic Network Analysis of the Correlation between Interpersonal Interaction and Cognitive Engagement in a Blended Synchronous Classroom

Published:2023-12-15 Issue: Volume:12 Page:185-190
ISSN:
Container-title:2023 Twelfth International Conference of Educational Innovation through Technology (EITT)
language:
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Author:

Liu Qingtang¹,Hu Shanshan²,Zhang Guangqiong³,Li Xiaojuan²,Wang Anqi²,Yu Zixian⁴

Affiliation:

1. Central China Normal University,Hubei Research Center for Educational Information,Wuhan,China

2. Central China Normal University,Faculty of Artificial Intelligence In Education,Wuhan,China

3. Central China Normal University Press Central China Normal University,Wuhan,China

4. School of Education Technology Peking University,Beijing,China

Publisher

IEEE

Link

http://xplorestaging.ieee.org/ielx7/10513371/10513372/10513383.pdf?arnumber=10513383

Reference32 articles.

1. Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities

2. Using blended synchronous classroom approach to promote learning performance in rural area

3. Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes

4. A systematic literature review on synchronous hybrid learning: gaps identified

5. Teaching the disembodied: Othering and activity systems in a blended synchronous learning situation

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