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Differential impact of learning path based versus conventional instruction in science education

Cindy De Smet, Bram De Wever (UGent) , Tammy Schellens (UGent) and Martin Valcke (UGent)
(2016) COMPUTERS & EDUCATION. 99. p.53-67
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Secondary school, Learning management system, Learning path, Collaborative learning, science education, COMPUTER-ASSISTED-INSTRUCTION, INQUIRY, MEDIA, PROGRAMMED-INSTRUCTION, COLLABORATION SCRIPTS, MULTILEVEL ANALYSIS, SCHOOL STUDENTS, METAANALYSIS, TECHNOLOGY, PERFORMANCE

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Citation

Please use this url to cite or link to this publication:

MLA
De Smet, Cindy et al. “Differential Impact of Learning Path Based Versus Conventional Instruction in Science Education.” COMPUTERS & EDUCATION 99 (2016): 53–67. Print.
APA
De Smet, C., De Wever, B., Schellens, T., & Valcke, M. (2016). Differential impact of learning path based versus conventional instruction in science education. COMPUTERS & EDUCATION, 99, 53–67.
Chicago author-date
De Smet, Cindy, Bram De Wever, Tammy Schellens, and Martin Valcke. 2016. “Differential Impact of Learning Path Based Versus Conventional Instruction in Science Education.” Computers & Education 99: 53–67.
Chicago author-date (all authors)
De Smet, Cindy, Bram De Wever, Tammy Schellens, and Martin Valcke. 2016. “Differential Impact of Learning Path Based Versus Conventional Instruction in Science Education.” Computers & Education 99: 53–67.
Vancouver
1.
De Smet C, De Wever B, Schellens T, Valcke M. Differential impact of learning path based versus conventional instruction in science education. COMPUTERS & EDUCATION. Elsevier; 2016;99:53–67.
IEEE
[1]
C. De Smet, B. De Wever, T. Schellens, and M. Valcke, “Differential impact of learning path based versus conventional instruction in science education,” COMPUTERS & EDUCATION, vol. 99, pp. 53–67, 2016.
@article{7204007,
  author       = {De Smet, Cindy and De Wever, Bram and Schellens, Tammy and Valcke, Martin},
  issn         = {0360-1315},
  journal      = {COMPUTERS & EDUCATION},
  keywords     = {Secondary school,Learning management system,Learning path,Collaborative learning,science education,COMPUTER-ASSISTED-INSTRUCTION,INQUIRY,MEDIA,PROGRAMMED-INSTRUCTION,COLLABORATION SCRIPTS,MULTILEVEL ANALYSIS,SCHOOL STUDENTS,METAANALYSIS,TECHNOLOGY,PERFORMANCE},
  language     = {eng},
  pages        = {53--67},
  publisher    = {Elsevier},
  title        = {Differential impact of learning path based versus conventional instruction in science education},
  url          = {http://dx.doi.org/10.1016/j.compedu.2016.04.001},
  volume       = {99},
  year         = {2016},
}

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