Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces

With the aim of understanding sociocognitive and socioemotional hybridity in learning spaces, we examined a semester‐long learning community where students were given the freedom to advance their epistemological and social agendas across face‐to‐face and online settings. We collected and analyzed 1,...

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Veröffentlicht in:	British journal of educational technology 2020-07, Vol.51 (4), p.1117-1135
Hauptverfasser:	Hod, Yotam, Katz, Shir
Format:	Artikel
Sprache:	eng
Schlagworte:	Blended Learning Cognitive Style Developmental Stages Emotional Development Epistemology Group dynamics Interpersonal Communication Learning Social Development Social factors Students
Online-Zugang:	Volltext
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