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Effects of problem-based learning: a meta- analysis
This meta-analysis has two aims: (a) to address the main effects of problem based learning on two categories of outcomes: knowledge and skills; and (b) to address potential moderators of the effectExpand
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Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments
A team is more than a group of people in the same space, physical or virtual. In recent years, increasing attention has been devoted to the social bases of cognition, taking into consideration howExpand
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Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. ThreeExpand
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Factors affecting students' self-efficacy in higher education
Researchers working in educational settings are increasingly paying attention to the role students’ thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitiveExpand
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The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge
The purpose of this review was to (a) overview prior knowledge research and its role in student performance, and (b) examine the effects of prior knowledge in relation to the method of assessment. WeExpand
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Team learning: building shared mental models
To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally,Expand
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Peer Assessment as a Collaborative Learning Activity: The Role of Interpersonal Variables and Conceptions.
The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. AnExpand
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Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
Abstract This paper reports a systematic literature review examining empirical studies on the effects of peer assessment for learning. Peer assessment is fundamentally a social process whose coreExpand
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Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning
Recent research shows that, as students interpret the demands of the assessment tasks, they vary their approaches to learning in order to cope with the assessment tasks. Three research questions areExpand
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Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies
In society, there is a growing need for graduates who possess competencies consistent with deep learning. This means that, amongst other competencies, graduates should be capable of dealing with theExpand
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