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Cacciamani, Stefano – Canadian Journal of Learning and Technology, 2010
Over four academic years a design experiment was conducted involving four online university courses with the goal of shifting from Guided to Self-Organized Inquiry to foster Knowledge Building communities in the classroom. Quantitative analyses focused on notes contributed to collective knowledge spaces, as well as reading and building-on notes of…
Descriptors: Online Courses, Inquiry, Learning, Independent Study