Assessed, student-led dialogic interaction: a Bakhtinian analysis of a case study of undergraduate history seminars
A Bakhtinian theoretical framework throws fresh light on higher education assessment, dialogue and classroom dynamics, demonstrating that assessed, student-led seminars can have a powerfully positive effect on student learning. The case study comprised of a well-established programme of seminars i...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2010
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| Online Access: | https://eprints.nottingham.ac.uk/11256/ |