Exploring student roles in mixed-proficiency triads for dialogic peer feedback learning

IF 1.9 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Innovations in Education and Teaching International Pub Date : 2024-04-26 DOI:10.1080/14703297.2024.2347492

Kexin Li, Wei Su

引用次数: 0

Abstract

Incorporating Vygotsky’s concepts of scaffolding and Zone of Proximal Development, this paper presents a qualitative study examining student roles in dialogic peer feedback learning, focusing on Ch...

查看原文本刊更多论文

探索学生在混合能力三人小组中的角色，促进对话式同伴反馈学习

本文结合维果茨基的 "脚手架 "和 "近端发展区 "概念，对学生在对话式同伴反馈学习中的角色进行了定性研究，重点探讨了"...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Innovations in Education and Teaching International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.80

自引率

5.60%

发文量

期刊介绍： Innovations in Education and Teaching International (IETI), is the journal of the Staff and Educational Development Association (SEDA) www.seda.ac.uk. As such, contributions to the Journal should reflect SEDA"s aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices. Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice.