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Sökning: WFRF:(Hult Agneta 1952 )

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  • Hamilton, David, 1943-, et al. (författare)
  • When performance is the product - problems in the analysis of online distance education
  • 2004
  • Ingår i: British Educational Research Journal. - : Routledge, Taylor & Francis Group. - 0141-1926 .- 1469-3518. ; 30:6, s. 841-854
  • Tidskriftsartikel (refereegranskat)abstract
    • This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation.
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  • Hult, Agneta, 1952-, et al. (författare)
  • Formative assessment in peer review settings online
  • 2011
  • Ingår i: The University of the Fraser Valley Research Review. - Canada : University College of the Fraser Valley. - 1715-9849. ; 4:1, s. 53-64
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper draws upon findings from an analysis of the written feedback a group of Swedish University students produced as peer reviewers. The study aims at identifying what type of feedback the students provided each other with in order to gain some preliminary insights into if and how peer review preceded by collaborative criteria processing could contribute to learning. The students’ peer assessments were analysed according to current research on formative feedback. The results indicate that the peer review activities online supported student learning.
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  • Resultat 1-10 av 38

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