Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6427
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dc.contributor.authorFirer, Efrat
dc.contributor.authorSlakmon, Benzi
dc.contributor.authorSchwarz, Baruch
dc.date.accessioned2020-07-08T23:53:48Z
dc.date.accessioned2020-07-09T04:29:34Z-
dc.date.available2020-07-08T23:53:48Z
dc.date.available2020-07-09T04:29:34Z-
dc.date.issued2020-06
dc.identifier.citationFirer, E., Slakmon, B., & Schwarz, B. (2020). Emotion Regulation in Academic, Contentious Learning Discussions: Analysis and Effects on the Quality of the Dialogue. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1755-1756). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.1755
dc.identifier.urihttps://repository.isls.org//handle/1/6427-
dc.description.abstractBased on a novel design of university level course, we explored the quality of discussions conducted in digital media, and the recollected emotional experiences reported by student. No effect was found for emotion on dialogue's quality. Emotional experiences were affected from the subject of the discussion and from the level and type of participation of group members. Emotions were often shared in intensity but not in valence. Implications for the implementation of contentious discussions in higher education are discussed.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectDesignen_US
dc.titleEmotion Regulation in Academic, Contentious Learning Discussions: Analysis and Effects on the Quality of the Dialogueen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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