Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Active Learning | 1 |
| Assignments | 1 |
| Collaborative Writing | 1 |
| Discovery Learning | 1 |
| Electronic Publishing | 1 |
| Encyclopedias | 1 |
| Expertise | 1 |
| Foreign Countries | 1 |
| Graduate Students | 1 |
| Learner Engagement | 1 |
| Learning Theories | 1 |
| More ▼ | |
Source
| Canadian Journal of Action… | 1 |
Author
| Gagné, Monica | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
Education Level
| Higher Education | 1 |
Audience
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkGagné, Monica – Canadian Journal of Action Research, 2017
This paper explores the potential for students to engage in social constructivist (Vygotsky, 1978) learning through the development of a course wiki. As a requirement of the Principles of Learning (PoL) course, at the University of Ontario Institute of Technology, students are tasked with building a collection of online, student-authored learning…
Descriptors: Social Influences, Discovery Learning, Scaffolding (Teaching Technique), Collaborative Writing
