Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: impact on academic achievement and group performance
Crossref DOI link: https://doi.org/10.1007/s11423-020-09763-8
Published Online: 2020-03-18
Published Print: 2020-10
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Shin, Suhkyung
Brush, Thomas A.
Glazewski, Krista D.
Text and Data Mining valid from 2020-03-18
Version of Record valid from 2020-03-18
Article History
First Online: 18 March 2020
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: The authors declare that they no conflict of interest.