Paradigms revisited: a quantitative investigation into a model to integrate objectivism and constructivism in instructional design
Crossref DOI link: https://doi.org/10.1007/s11423-016-9424-y
Published Online: 2016-01-28
Published Print: 2016-06
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Elander, Kelly
Cronje, Johannes C.
Text and Data Mining valid from 2016-01-28