design flaws in the wiki assignments. For example the authors noted that wiki assignments were not explicitly referred to in face-to-face classes therefore this disconnect may have prevented students from building on interactive momentum achieved during out-of-class wiki assignments Miller et al. . Studies regarding cognitive engagement are limited in number but more consistent than those concerning behavioral engagement suggesting that wikis promote high levels of knowledge construction i.e.
10012, ACT, Weston-Creek, Coombs
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