The effects of a theory-based summary writing tool on students' summary writing.
Chiou Sheng ChewNorisma IdrisEr Fu LohWen-Chi Vivian WuYan Piaw ChuaAndrew Thomas BimbaPublished in: J. Comput. Assist. Learn. (2019)
Keyphrases
- collaborative writing
- writing skills
- peer assessment
- university courses
- technology mediated
- feel comfortable
- semester long
- word processing
- student learning
- higher education
- learning experience
- formative assessment
- grounded theory
- learning outcomes
- concurrent programming
- text summarization
- undergraduate students
- learning styles
- collaborative learning
- individual differences
- cognitive development
- university students
- mobile learning
- learning environment
- e learning
- elementary school students
- computer programming
- online course
- learning activities
- learning process
- student progress