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Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course

机译：混合课程在线学习环境中学生学术成果与探究社区的建模关系

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Jeanette Lyn Fung Choy; Choon Lang Quek;
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1. Students' approaches to groupwork in a blended course, associations with perceptions of the online environment and academic achievement - when is learning engaged? [J] . Robert A. Ellis Education and information technologies . 2016,第5期

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3. Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments [J] . Zehui Zhan, Hu Mei Computers & education . 2013,第nova期

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4. An Inquiry Blended SECI Model-Based Learning Support Approach for Promoting Perceptions and Learning Achievement of University Students [C] . Krittawaya Thongkoo, Patcharin Panjaburee, Kannika Daungcharone IIAI International Congress on Advanced Applied Informatics . 2017

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5. The impact of a living-learning community and inquiry guided learning on first-year students' emotional intelligence and academic achievement. [D] . Chafin, Christopher Neil. 2006

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6. Relationships between the quality of blended learning experience self-regulated learning and academic achievement of medical students: a path analysis [O] . Salah Eldin Kassab, Ahmad I Al-Shafei, Abdel Halim Salem, 2015

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Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course

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