Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

Floris M. Van Blankenstein, Diana H. J. M. Dolmans, Cees P. M. Van der Vleuten, Henk G. Schmidt

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Pages (from-to)729-744
JournalInstructional Science
Issue number4
Publication statusPublished - Jul 2013


  • Collaborative learning
  • Discussion
  • Elaboration
  • Explanation
  • Prior knowledge
  • Problem-based learning
  • Small group learning

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