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The Varied Dimensions of Interactivity Exploring Student Depth of Learning
Abstract
The research here evaluates student interactions in an undergraduate American politics course at two institutions. Significant evidence reveals that student interactions lead to deeper reflective learning when correcting, clarifying, arguing, and disagreeing with each other. These findings add to the growing research on online spaces as well as providing educators with a stronger understanding in how to tailor their instructional strategies and tasks to better meet academically reflective outcomes.
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