Rethinking feedback in a connected age
Feedback has long been identified as a core component in the learning process and remains a regular subject of academic research. It can be performed in several forms, for different purposes but the literature emphasizes the undeniable power of feedback on the achievement and development of learning...
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| Outros Autores: | , , |
| Formato: | article |
| Idioma: | eng |
| Publicado em: |
2018
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| Texto completo: | http://hdl.handle.net/10400.22/12044 |
| País: | Portugal |
| Oai: | oai:recipp.ipp.pt:10400.22/12044 |