Cognitive and social congruence in peer-assisted learning - A scoping review

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dc.contributor.author Festl-Wietek, Teresa
dc.contributor.author Erschens, Rebecca
dc.contributor.author Lönneker, Hannah Dorothea
dc.contributor.author Keifenheim, Katharina Eva
dc.contributor.author Junne, Florian
dc.contributor.author Zipfel, Stephan
dc.contributor.author Herrmann-Werner, Anne
dc.date.accessioned 2021-11-17T13:57:45Z
dc.date.available 2021-11-17T13:57:45Z
dc.date.issued 2019
dc.identifier.issn 1932-6203
dc.identifier.uri http://hdl.handle.net/10900/120851
dc.language.iso en de_DE
dc.publisher Public Library Science de_DE
dc.relation.uri http://dx.doi.org/10.1371/journal.pone.0222224 de_DE
dc.subject.ddc 500 de_DE
dc.title Cognitive and social congruence in peer-assisted learning - A scoping review de_DE
dc.type Artikel de_DE
utue.quellen.id 20200930122132_00064
utue.personen.roh Loda, Teresa
utue.personen.roh Erschens, Rebecca
utue.personen.roh Loenneker, Hannah
utue.personen.roh Keifenheim, Katharina E.
utue.personen.roh Nikendei, Christoph
utue.personen.roh Junne, Florian
utue.personen.roh Zipfel, Stephan
utue.personen.roh Herrmann-Werner, Anne
dcterms.isPartOf.ZSTitelID Plos One de_DE
dcterms.isPartOf.ZS-Issue Article e0222224 de_DE
dcterms.isPartOf.ZS-Volume 14 de_DE
utue.fakultaet 04 Medizinische Fakultät de_DE


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