Now showing items 1-3 of 3
The effects of prompts-based argumentation scaffolds on peer-led interactive argumentation
(University of Missouri--Columbia, 2009)
The main focus of this study was to determine whether prompts-based argumentation scaffolds (PAS) would result in improvement of students' argumentation in a peer-led argumentation context. The study also examined the ...
The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning
(University of Missouri--Columbia, 2008)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purposes of the study were to develop a theoretical framework of self-regulated learning in online learning environments and to the test validity and reliability of the model...
Social influence in a 3D virtual learning environment for individuals with autism spectrum disorders
(University of Missouri--Columbia, 2010)
This study examined the impact of avatar representation and social presence on social influence in a three-dimensional virtual learning environment for individuals with autism spectrum disorders. Four male participants ...