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Direct linkJones, M. E.; Antonenko, P. D.; Greenwood, C. M. – Journal of Computer Assisted Learning, 2012
This study investigated the impact of collaborative and individualized student response system-based instruction on learner motivation, metacognition, and concept transfer in a large-enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, discussed their responses in small groups, and…
Descriptors: Enrollment, Undergraduate Study, Motivation, Metacognition
