Using reflections and questioning to engage and challenge online graduate learners in education
Abstract This paper reports an action research that aimed to examine how the author’s weekly use of reflection and questioning instructional methods affected learners’ learning in an online graduate class at a midwestern public university in the USA. The author employed the asynchronous online discu...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-02-01
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| Series: | Research and Practice in Technology Enhanced Learning |
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| Online Access: | http://link.springer.com/article/10.1186/s41039-019-0098-z |