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This article describes how IGs function as communities of mutual learners. As students interact with adult volunteers, they engage in deep and critical dialogues around their instrumental learning; as a result all members of the group learn more, and a supportive dynamic develops among the learners. The key to learning in the IG is the type of interactions created. The results of case studies within the INCLUD-ED project demonstrate these points.
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Fecha publicación: 5.11.2012
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