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

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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 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 6698-6700). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26846.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
ISBN 1-880094-63-0
  Theo Bastiaens & Saul Carliner
AACE

More Information on ELEARN
Table of Contents

Author

Ke Zhang, Wayne State University, USA

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.

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