Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/744
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dc.contributor.authorMirmotahari, Omid
dc.contributor.authorDamsa, Crina
dc.contributor.authorBerg, Yngvar
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:28Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:28Z-
dc.date.issued2018-07
dc.identifier.citationMirmotahari, O., Damsa, C., & Berg, Y. (2018). Formative feedback for learning. Case studies of automated feedback in undergraduate computer science education. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1577
dc.identifier.urihttps://repository.isls.org//handle/1/744-
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleFormative feedback for learning. Case studies of automated feedback in undergraduate computer science educationen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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