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Abstract This paper presents an investigation that examined and compared the effectiveness of collaborative tutorial activities carried out in both web‐based and face‐to‐face learning environments within an undergraduate health education subject. Effectiveness of the different learning environments was measured in terms of observed learning outcomes, analysis of learner interactions and reported perceptions of the learners regarding their experience. Results demonstrated that web‐based environments, with embedded collaborative activities, can effectively foster rich learning experiences that result in attaining positive learning outcomes.
Lockyer et al. (Sat,) studied this question.
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