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Mendeley readers
Chapter title |
Learning from Erroneous Examples: When and How Do Students Benefit from Them?
|
---|---|
Chapter number | 24 |
Book title |
Sustaining TEL: From Innovation to Learning and Practice
|
Published by |
Springer, Berlin, Heidelberg, September 2010
|
DOI | 10.1007/978-3-642-16020-2_24 |
Book ISBNs |
978-3-64-216019-6, 978-3-64-216020-2
|
Authors |
Dimitra Tsovaltzi, Erica Melis, Bruce M. McLaren, Ann-Kristin Meyer, Michael Dietrich, George Goguadze, Tsovaltzi, Dimitra, Melis, Erica, McLaren, Bruce M., Meyer, Ann-Kristin, Dietrich, Michael, Goguadze, George |
Mendeley readers
The data shown below were compiled from readership statistics for 58 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 2 | 3% |
Guatemala | 1 | 2% |
Ireland | 1 | 2% |
Unknown | 54 | 93% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 14 | 24% |
Student > Master | 10 | 17% |
Student > Bachelor | 7 | 12% |
Researcher | 4 | 7% |
Student > Doctoral Student | 3 | 5% |
Other | 5 | 9% |
Unknown | 15 | 26% |
Readers by discipline | Count | As % |
---|---|---|
Social Sciences | 12 | 21% |
Computer Science | 11 | 19% |
Mathematics | 8 | 14% |
Psychology | 4 | 7% |
Physics and Astronomy | 3 | 5% |
Other | 5 | 9% |
Unknown | 15 | 26% |