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Moderating Online Collaborative Learning for Critical Thinking, Problem Solving and Satisfaction: Strategies and Effects
PROCEEDINGS

, Wayne State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This session will share an ongoing study on the strategies and effects of various moderation strategies on graduate students' learning and performances, including: a) critical thinking, b) problem solving, c) the collaborative processes, and d) perceived satisfaction in online learning. Findings will be shared and discussed in details at the conference upon acceptance of this proposal.

Citation

Zhang, K. (2007). Moderating Online Collaborative Learning for Critical Thinking, Problem Solving and Satisfaction: Strategies and Effects. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6698-6700). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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