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Conference Paper: How Tutor Interventions Shape Student Knowledge Construction in Problem-Based Learning: A Lag-Sequential Analysis

TitleHow Tutor Interventions Shape Student Knowledge Construction in Problem-Based Learning: A Lag-Sequential Analysis
Authors
Cheung, Jason Pui Yin
Issue Date23-Aug-2025
Persistent Identifierhttp://hdl.handle.net/10722/366621

 

DC FieldValueLanguage
dc.contributor.authorCheung, Jason Pui Yin-
dc.date.accessioned2025-11-25T04:20:35Z-
dc.date.available2025-11-25T04:20:35Z-
dc.date.issued2025-08-23-
dc.identifier.urihttp://hdl.handle.net/10722/366621-
dc.languageeng-
dc.relation.ispartofAMEE 2025 (23/08/2025-27/08/2025, Barcelona)-
dc.titleHow Tutor Interventions Shape Student Knowledge Construction in Problem-Based Learning: A Lag-Sequential Analysis-
dc.typeConference_Paper-

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