information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL
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Penny Welch and Susan Wright
PowerPoint but no notes. Whether the students had been taught in class or online did not have a statistically significant effect on their marks for the quiz. In the third article, Shih-Hsiung Liu evaluates the use of dialogue-based peer learning during