Institute of Tropical Medicine Antwerp
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Instructional effectiveness of higher-order questions: the devil is in the detail of students' use of questions

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dc.contributor.author Jiang, L.
dc.contributor.author Elen, J.
dc.date.accessioned 2012-01-18T16:11:53Z
dc.date.available 2012-01-18T16:11:53Z
dc.date.issued 2011
dc.identifier.issn 1387-1579
dc.identifier.doi http://dx.doi.org/10.1007/s10984-011-9095-x
dc.identifier.other ITG-I1B
dc.identifier.other INTER
dc.identifier.other U-ADMIN
dc.identifier.other DOI
dc.identifier.other UPD42
dc.identifier.uri http://hdl.handle.net/10390/6799
dc.language English en
dc.subject Education en
dc.subject Learning en
dc.subject Cognitive development en
dc.subject Students en
dc.subject Theory en
dc.subject Hypotheses en
dc.subject Information transfer en
dc.subject Effectiveness en
dc.subject Performance en
dc.title Instructional effectiveness of higher-order questions: the devil is in the detail of students' use of questions en
dc.type Article en
dc.citation.issue 3 en
dc.citation.jtitle Learning Environments Research en
dc.citation.volume 14 en
dc.citation.pages 279-298 en
dc.citation.jabbreviation Learn Envir Res en


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