Yang, Y., Yuan, K., & Chen, J. (2022). Effects of Knowledge-Building Inquiry and Reflective Assessment on Low-Achieving Students’ Productive Disciplinary Engagement. Proceedings of the 14th International Conference on Education Technology and Computers, ICETC 2022, 463-469.
发布时间：2026-06-15
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- 发布时间：
- 2026-06-15
- 论文名称：
- Yang, Y., Yuan, K., & Chen, J. (2022). Effects of Knowledge-Building Inquiry and Reflective Assessment on Low-Achieving Students’ Productive Disciplinary Engagement. Proceedings of the 14th International Conference on Education Technology and Computers, ICETC 2022, 463-469.
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- 上一条：Yang, Y., Zhu, G., & Chan, C. K. K. (2022). Evolution of the academic emotions of academically low-achieving students in Knowledge Building. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), International Collaboration toward Educational Innovation for All, 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022.
- 下一条：Yang, Y., Feng, X., Zhu, G., & Xie, K. (2022). Developing undergraduates’ collective epistemic agency through reflective assessment. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), International Collaboration toward Educational Innovation for All, 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022.