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You searched for subject:(problem solving scaffolding). Showing records 1 – 11 of 11 total matches.

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Oklahoma State University

1. Jahanzad, Farzaneh. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.

Degree: School of Teaching and Curriculum Leadership, 2012, Oklahoma State University

 One of major goals of education is to prepare effective and efficient problem solvers. The purpose of this study was to determine the impact of… (more)

Subjects/Keywords: deeper scaffolding framework; problem-based learning; problem solving performance; problem solving scaffolding; scaffolding; transfer of knowledge

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APA (6th Edition):

Jahanzad, F. (2012). Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/9758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Thesis, Oklahoma State University. Accessed August 15, 2020. http://hdl.handle.net/11244/9758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jahanzad, Farzaneh. “Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge.” 2012. Web. 15 Aug 2020.

Vancouver:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/11244/9758.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jahanzad F. Influence of the Deeper Scaffolding Framework on Problem-solving Performance and Transfer of Knowledge. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/9758

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Delaware

2. DiNapoli, Joseph. Supporting secondary students' perseverance for solving challenging mathematics tasks .

Degree: 2018, University of Delaware

 Perseverance is a key process through which mathematics can be learned with understanding. However, withstanding such uncertainty can be difficult for students to endure and… (more)

Subjects/Keywords: Education; Learning; Mathematical tasks; Perseverance; Problem solving; Scaffolding

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APA (6th Edition):

DiNapoli, J. (2018). Supporting secondary students' perseverance for solving challenging mathematics tasks . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/23958

Chicago Manual of Style (16th Edition):

DiNapoli, Joseph. “Supporting secondary students' perseverance for solving challenging mathematics tasks .” 2018. Doctoral Dissertation, University of Delaware. Accessed August 15, 2020. http://udspace.udel.edu/handle/19716/23958.

MLA Handbook (7th Edition):

DiNapoli, Joseph. “Supporting secondary students' perseverance for solving challenging mathematics tasks .” 2018. Web. 15 Aug 2020.

Vancouver:

DiNapoli J. Supporting secondary students' perseverance for solving challenging mathematics tasks . [Internet] [Doctoral dissertation]. University of Delaware; 2018. [cited 2020 Aug 15]. Available from: http://udspace.udel.edu/handle/19716/23958.

Council of Science Editors:

DiNapoli J. Supporting secondary students' perseverance for solving challenging mathematics tasks . [Doctoral Dissertation]. University of Delaware; 2018. Available from: http://udspace.udel.edu/handle/19716/23958


Universiteit Utrecht

3. Postma, P.A. Scaffolding First Year Biology Undergraduates in a Problem Solving Approach for Designing Experiments in Molecular Biology: An Explorative Design Based Study.

Degree: 2013, Universiteit Utrecht

 The process of designing experiments is central in (life) science research, though rarely taught to undergraduate science students explicitly in educational practice. This explorative study… (more)

Subjects/Keywords: Designing experiments; Problem solving; Scaffolding; Design based research; Molecular biology education.

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APA (6th Edition):

Postma, P. A. (2013). Scaffolding First Year Biology Undergraduates in a Problem Solving Approach for Designing Experiments in Molecular Biology: An Explorative Design Based Study. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/287240

Chicago Manual of Style (16th Edition):

Postma, P A. “Scaffolding First Year Biology Undergraduates in a Problem Solving Approach for Designing Experiments in Molecular Biology: An Explorative Design Based Study.” 2013. Masters Thesis, Universiteit Utrecht. Accessed August 15, 2020. http://dspace.library.uu.nl:8080/handle/1874/287240.

MLA Handbook (7th Edition):

Postma, P A. “Scaffolding First Year Biology Undergraduates in a Problem Solving Approach for Designing Experiments in Molecular Biology: An Explorative Design Based Study.” 2013. Web. 15 Aug 2020.

Vancouver:

Postma PA. Scaffolding First Year Biology Undergraduates in a Problem Solving Approach for Designing Experiments in Molecular Biology: An Explorative Design Based Study. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2020 Aug 15]. Available from: http://dspace.library.uu.nl:8080/handle/1874/287240.

Council of Science Editors:

Postma PA. Scaffolding First Year Biology Undergraduates in a Problem Solving Approach for Designing Experiments in Molecular Biology: An Explorative Design Based Study. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/287240


University of Lund

4. Hagerman, Frans. ”Det är ur görandet tankarna föds” – från idé till komposition : En studie av kompositionsprocesser i högre musikutbildning.

Degree: 2016, University of Lund

 Recent technological developments have challenged the historical methods of composing music for acoustical instruments using traditional scores. However, composers in the Western art music tradition… (more)

Subjects/Keywords: Music; Pedagogy; higher music education; musical composition; music notation; problem solving; scaffolding; feedback; words: higher music education, musical composition, music notation, problem solving, scaffolding, feedback, revision

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hagerman, F. (2016). ”Det är ur görandet tankarna föds” – från idé till komposition : En studie av kompositionsprocesser i högre musikutbildning. (Doctoral Dissertation). University of Lund. Retrieved from https://lup.lub.lu.se/record/2042ccb7-7926-4a28-b3a1-221d827d6205 ; https://portal.research.lu.se/ws/files/11537991/Frans_Hagerman.pdf

Chicago Manual of Style (16th Edition):

Hagerman, Frans. “”Det är ur görandet tankarna föds” – från idé till komposition : En studie av kompositionsprocesser i högre musikutbildning.” 2016. Doctoral Dissertation, University of Lund. Accessed August 15, 2020. https://lup.lub.lu.se/record/2042ccb7-7926-4a28-b3a1-221d827d6205 ; https://portal.research.lu.se/ws/files/11537991/Frans_Hagerman.pdf.

MLA Handbook (7th Edition):

Hagerman, Frans. “”Det är ur görandet tankarna föds” – från idé till komposition : En studie av kompositionsprocesser i högre musikutbildning.” 2016. Web. 15 Aug 2020.

Vancouver:

Hagerman F. ”Det är ur görandet tankarna föds” – från idé till komposition : En studie av kompositionsprocesser i högre musikutbildning. [Internet] [Doctoral dissertation]. University of Lund; 2016. [cited 2020 Aug 15]. Available from: https://lup.lub.lu.se/record/2042ccb7-7926-4a28-b3a1-221d827d6205 ; https://portal.research.lu.se/ws/files/11537991/Frans_Hagerman.pdf.

Council of Science Editors:

Hagerman F. ”Det är ur görandet tankarna föds” – från idé till komposition : En studie av kompositionsprocesser i högre musikutbildning. [Doctoral Dissertation]. University of Lund; 2016. Available from: https://lup.lub.lu.se/record/2042ccb7-7926-4a28-b3a1-221d827d6205 ; https://portal.research.lu.se/ws/files/11537991/Frans_Hagerman.pdf


California State University – San Bernardino

5. Clausell, Andria R. Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks.

Degree: MAin Child Development, Psychology, 2016, California State University – San Bernardino

  This study examined correlations between four dimensions of maternal scaffolding, maternal beliefs and values, children’s temperament, and children’s performance and use of self‑regulation strategies… (more)

Subjects/Keywords: Maternal Scaffolding; Problem Solving; how children develop problem-solving skills; child development; first graders' problem-solving skills; cognitive development; Child Psychology; Cognitive Psychology

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APA (6th Edition):

Clausell, A. R. (2016). Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clausell, Andria R. “Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks.” 2016. Thesis, California State University – San Bernardino. Accessed August 15, 2020. https://scholarworks.lib.csusb.edu/etd/283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Clausell, Andria R. “Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks.” 2016. Web. 15 Aug 2020.

Vancouver:

Clausell AR. Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2020 Aug 15]. Available from: https://scholarworks.lib.csusb.edu/etd/283.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clausell AR. Maternal Scaffolding and First Graders' Near and Far Transfer on Problem-Solving Tasks. [Thesis]. California State University – San Bernardino; 2016. Available from: https://scholarworks.lib.csusb.edu/etd/283

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Wayne State University

6. Lahiri, Minakshi. Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course.

Degree: PhD, Instructional Technology, 2016, Wayne State University

  Abstract Effect of Expert Modeling on Ill-Structured Problem Solving in an Undergraduate General Education Honors Course by Minakshi Lahiri May 2016 Advisor: Dr. Ke… (more)

Subjects/Keywords: Expert Modeling; Honors Course; Ill Structured Problem Solving; Problem Based Learning; Problem Solving; Scaffolding; Higher Education and Teaching; Instructional Media Design; Other Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lahiri, M. (2016). Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1456

Chicago Manual of Style (16th Edition):

Lahiri, Minakshi. “Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course.” 2016. Doctoral Dissertation, Wayne State University. Accessed August 15, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1456.

MLA Handbook (7th Edition):

Lahiri, Minakshi. “Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course.” 2016. Web. 15 Aug 2020.

Vancouver:

Lahiri M. Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Aug 15]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1456.

Council of Science Editors:

Lahiri M. Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1456


Texas A&M University

7. Bulu, Saniye Tugba. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.

Degree: PhD, Educational Psychology, 2009, Texas A&M University

 This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or… (more)

Subjects/Keywords: Problem-solving; scaffolding; prompts; metacognition; prior knowledge

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APA (6th Edition):

Bulu, S. T. (2009). Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2739

Chicago Manual of Style (16th Edition):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Doctoral Dissertation, Texas A&M University. Accessed August 15, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2739.

MLA Handbook (7th Edition):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Web. 15 Aug 2020.

Vancouver:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739.

Council of Science Editors:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739


Penn State University

8. Ching, Yu-Hui. THE EFFECTS OF COMPUTER-BASED VIDEO STRATEGY TRAINING FOR PROBLEM REPRESENTATION AND SELF-EXPLANATION ON UNDERGRADUATE STUDENTS REPRESENTING AND SOLVING ILL-STRUCTURED PROBLEMS .

Degree: 2009, Penn State University

 Professionals solve ill-structured problems every day. To prepare undergraduate students to become professionals capable of solving ill-structured problems in their future workplace, it is critical… (more)

Subjects/Keywords: problem representation; self-explanation; ill-structured problem solving; strategy instruction; scaffolding; undergraduate

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APA (6th Edition):

Ching, Y. (2009). THE EFFECTS OF COMPUTER-BASED VIDEO STRATEGY TRAINING FOR PROBLEM REPRESENTATION AND SELF-EXPLANATION ON UNDERGRADUATE STUDENTS REPRESENTING AND SOLVING ILL-STRUCTURED PROBLEMS . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10308

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ching, Yu-Hui. “THE EFFECTS OF COMPUTER-BASED VIDEO STRATEGY TRAINING FOR PROBLEM REPRESENTATION AND SELF-EXPLANATION ON UNDERGRADUATE STUDENTS REPRESENTING AND SOLVING ILL-STRUCTURED PROBLEMS .” 2009. Thesis, Penn State University. Accessed August 15, 2020. https://submit-etda.libraries.psu.edu/catalog/10308.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ching, Yu-Hui. “THE EFFECTS OF COMPUTER-BASED VIDEO STRATEGY TRAINING FOR PROBLEM REPRESENTATION AND SELF-EXPLANATION ON UNDERGRADUATE STUDENTS REPRESENTING AND SOLVING ILL-STRUCTURED PROBLEMS .” 2009. Web. 15 Aug 2020.

Vancouver:

Ching Y. THE EFFECTS OF COMPUTER-BASED VIDEO STRATEGY TRAINING FOR PROBLEM REPRESENTATION AND SELF-EXPLANATION ON UNDERGRADUATE STUDENTS REPRESENTING AND SOLVING ILL-STRUCTURED PROBLEMS . [Internet] [Thesis]. Penn State University; 2009. [cited 2020 Aug 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/10308.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ching Y. THE EFFECTS OF COMPUTER-BASED VIDEO STRATEGY TRAINING FOR PROBLEM REPRESENTATION AND SELF-EXPLANATION ON UNDERGRADUATE STUDENTS REPRESENTING AND SOLVING ILL-STRUCTURED PROBLEMS . [Thesis]. Penn State University; 2009. Available from: https://submit-etda.libraries.psu.edu/catalog/10308

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

9. Bixler, Brett A. THE EFFECTS OF SCAFFOLDING STUDENT'S PROBLEM-SOLVING PROCESS VIA QUESTION PROMPTS ON PROBLEM SOLVING AND INTRINSIC MOTIVATION IN AN ONLINE LEARNING ENVIRONMENT .

Degree: 2008, Penn State University

 A major concern in education is the lack of problem solving abilities in students (Hong, 1998). The importance of using ill-structured problems with students to… (more)

Subjects/Keywords: scaffold; scaffolding; prompts; motivation; online learning; problem solving; ill-structured problem

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APA (6th Edition):

Bixler, B. A. (2008). THE EFFECTS OF SCAFFOLDING STUDENT'S PROBLEM-SOLVING PROCESS VIA QUESTION PROMPTS ON PROBLEM SOLVING AND INTRINSIC MOTIVATION IN AN ONLINE LEARNING ENVIRONMENT . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7748

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bixler, Brett A. “THE EFFECTS OF SCAFFOLDING STUDENT'S PROBLEM-SOLVING PROCESS VIA QUESTION PROMPTS ON PROBLEM SOLVING AND INTRINSIC MOTIVATION IN AN ONLINE LEARNING ENVIRONMENT .” 2008. Thesis, Penn State University. Accessed August 15, 2020. https://submit-etda.libraries.psu.edu/catalog/7748.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bixler, Brett A. “THE EFFECTS OF SCAFFOLDING STUDENT'S PROBLEM-SOLVING PROCESS VIA QUESTION PROMPTS ON PROBLEM SOLVING AND INTRINSIC MOTIVATION IN AN ONLINE LEARNING ENVIRONMENT .” 2008. Web. 15 Aug 2020.

Vancouver:

Bixler BA. THE EFFECTS OF SCAFFOLDING STUDENT'S PROBLEM-SOLVING PROCESS VIA QUESTION PROMPTS ON PROBLEM SOLVING AND INTRINSIC MOTIVATION IN AN ONLINE LEARNING ENVIRONMENT . [Internet] [Thesis]. Penn State University; 2008. [cited 2020 Aug 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/7748.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bixler BA. THE EFFECTS OF SCAFFOLDING STUDENT'S PROBLEM-SOLVING PROCESS VIA QUESTION PROMPTS ON PROBLEM SOLVING AND INTRINSIC MOTIVATION IN AN ONLINE LEARNING ENVIRONMENT . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/7748

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

10. Ge, Xun. Scaffolding Students' Problem-Solving Processes on an Ill-Structured Task Using Question Prompts and Peer Interactions.

Degree: 2008, Penn State University

 <!doctype html public "-//w3c//dtd html 4.0 transitional//en"> <html> <head> <meta name="Author" content="Xun Ge"> <meta name="GENERATOR" content="Mozilla/4.7 [en]C-CCK-MCD EBM-Compaq (Win95; U) [Netscape]"> </head> <body> The purpose… (more)

Subjects/Keywords: problem-solving processes; ill-structured task; question prompts; peer interactions; scaffolding

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ge, X. (2008). Scaffolding Students' Problem-Solving Processes on an Ill-Structured Task Using Question Prompts and Peer Interactions. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/5867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ge, Xun. “Scaffolding Students' Problem-Solving Processes on an Ill-Structured Task Using Question Prompts and Peer Interactions.” 2008. Thesis, Penn State University. Accessed August 15, 2020. https://submit-etda.libraries.psu.edu/catalog/5867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ge, Xun. “Scaffolding Students' Problem-Solving Processes on an Ill-Structured Task Using Question Prompts and Peer Interactions.” 2008. Web. 15 Aug 2020.

Vancouver:

Ge X. Scaffolding Students' Problem-Solving Processes on an Ill-Structured Task Using Question Prompts and Peer Interactions. [Internet] [Thesis]. Penn State University; 2008. [cited 2020 Aug 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/5867.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ge X. Scaffolding Students' Problem-Solving Processes on an Ill-Structured Task Using Question Prompts and Peer Interactions. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/5867

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

11. Zhang, Ke. Effects Of Peer-Controlled Or Externally Structured And Moderated Online Collaboration On Group Problem Solving Processes And Related Individual Attitudes In Well-Structured And Ill-Structured Small Group Problem Solving In A Hybrid Course .

Degree: 2008, Penn State University

 ABSTRACT The primary purpose of the study is to investigate the relative effects of two approaches to peer online collaboration (peer-controlled and externally structured and… (more)

Subjects/Keywords: hybrid course; blended learning; problem solving; online collaboration; structuring; collaborative learning; moderation; scaffolding

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zhang, K. (2008). Effects Of Peer-Controlled Or Externally Structured And Moderated Online Collaboration On Group Problem Solving Processes And Related Individual Attitudes In Well-Structured And Ill-Structured Small Group Problem Solving In A Hybrid Course . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhang, Ke. “Effects Of Peer-Controlled Or Externally Structured And Moderated Online Collaboration On Group Problem Solving Processes And Related Individual Attitudes In Well-Structured And Ill-Structured Small Group Problem Solving In A Hybrid Course .” 2008. Thesis, Penn State University. Accessed August 15, 2020. https://submit-etda.libraries.psu.edu/catalog/6275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhang, Ke. “Effects Of Peer-Controlled Or Externally Structured And Moderated Online Collaboration On Group Problem Solving Processes And Related Individual Attitudes In Well-Structured And Ill-Structured Small Group Problem Solving In A Hybrid Course .” 2008. Web. 15 Aug 2020.

Vancouver:

Zhang K. Effects Of Peer-Controlled Or Externally Structured And Moderated Online Collaboration On Group Problem Solving Processes And Related Individual Attitudes In Well-Structured And Ill-Structured Small Group Problem Solving In A Hybrid Course . [Internet] [Thesis]. Penn State University; 2008. [cited 2020 Aug 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/6275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhang K. Effects Of Peer-Controlled Or Externally Structured And Moderated Online Collaboration On Group Problem Solving Processes And Related Individual Attitudes In Well-Structured And Ill-Structured Small Group Problem Solving In A Hybrid Course . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.