Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Villa Torrano, Cristina"'
Autor:
Zamecnik, Andrew, Villa-Torrano, Cristina, Kovanović, Vitomir, Grossmann, Georg, Joksimović, Srećko, Dimitriadis, Yannis, Pardo, Abelardo
Publikováno v:
In Educational Research Review February 2022 35
Autor:
Suraworachet, Wannapon, Villa Torrano, Cristina, Zhou, Qi, Asensio Pérez, Juan Ignacio, Dimitriadis Damoulis, Ioannis, Cukurova, Mutlu
Publikováno v:
UVaDOC. Repositorio Documental de la Universidad de Valladolid
instname
instname
Producción Científica Self-Regulated Learning (SRL) competence is imperative to academic achievement. For reflective academic writing tasks, which are common for university assessments, this is especially the case since students are often required
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=RECOLECTA___::ca7a4a46d943a561020438883171593b
https://uvadoc.uva.es/handle/10324/49287
https://uvadoc.uva.es/handle/10324/49287
Autor:
Er, Erkan, Villa Torrano, Cristina, Dimitriadis Damoulis, Ioannis, Gašević, Dragan, Bote Lorenzo, Miguel Luis, Asensio Pérez, Juan Ignacio, Gómez Sánchez, Eduardo, Martínez Monés, Alejandra
Publikováno v:
UVaDOC. Repositorio Documental de la Universidad de Valladolid
instname
instname
Producción Científica Peer reviews offer many learning benefits. Understanding students’ engagement in them can help design effective practices. Although learning analytics can be effective in generating such insights, its application in peer rev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=RECOLECTA___::be4b718ef3c1fb2d96e265b65bb4c4b8
https://uvadoc.uva.es/handle/10324/49207
https://uvadoc.uva.es/handle/10324/49207
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Autor:
Andrew Zamecnik, Cristina Villa-Torrano, Vitomir Kovanović, Georg Grossmann, Srećko Joksimović, Yannis Dimitriadis, Abelardo Pardo
Refereed/Peer-reviewed The development of group cohesion for small groups in face-to-face educational learning settings has been widely studied for decades. The calibre of group cohesion within these contexts is typically associated with increases in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::23e340cac3cd2a12f459703bace63edc
https://hdl.handle.net/11541.2/27396
https://hdl.handle.net/11541.2/27396