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Creating the need to access peer knowledge: changing the learning culture in teacher education through learning design

Posted on 07 Nov 2012 with 0 comments

The findings of this exploratory study suggest that learning design can enable greater peer collaboration and interaction. However, the increased interaction does not necessarily equate to deeper processing of information. The author concludes that unless collaborative inquiry is better understood by teacher educators and student teachers habitual learning behaviours will not change.

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Creating the need to access peer knowledge: changing the learning culture in teacher education through learning design

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