Paradoxical effects of feedback in international online reciprocal peer tutoring

Computers and Education

Volumn 61, Issue 1, 2013, Pages 225-231

  Topping, K J ^a   Dehkinet, R ^a   Blanch, S ^b   Corcelles, M ^b   Duran, D ^b  

^a UNIVERSITY OF DUNDEE   (United Kingdom)

^b UNIVERSITAT AUTÒNOMA DE BARCELONA   (Spain)

Author keywords

Elementary; Feedback; Foreign language; Information and communication technology; Modern language; Peer learning; Peer tutoring; Primary; Reading comprehension; Reciprocal; Support; Writing

Indexed keywords

ELEMENTARY; FOREIGN LANGUAGE; INFORMATION AND COMMUNICATION TECHNOLOGIES; MODERN LANGUAGES; PEER LEARNING; PEER TUTORING; PRIMARY; READING COMPREHENSION; RECIPROCAL;

FEEDBACK; INFORMATION TECHNOLOGY; SCAFFOLDS; SUPPORTS; TECHNICAL WRITING;

STUDENTS;

EID: 84868514259     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2012.10.002     Document Type: Article

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