Cite
Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism.
MLA
Guldberg, Karen, et al. “Challenging the Knowledge-Transfer Orthodoxy: Knowledge Co-Construction in Technology-Enhanced Learning for Children with Autism.” British Educational Research Journal, vol. 43, no. 2, Apr. 2017, pp. 394–413. EBSCOhost, https://doi.org/10.1002/berj.3275.
APA
Guldberg, K., Parsons, S., Porayska, P. K., & Keay, B. W. (2017). Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in technology-enhanced learning for children with autism. British Educational Research Journal, 43(2), 394–413. https://doi.org/10.1002/berj.3275
Chicago
Guldberg, Karen, Sarah Parsons, Pomsta, Kaśka Porayska, and Bright, Wendy Keay. 2017. “Challenging the Knowledge-Transfer Orthodoxy: Knowledge Co-Construction in Technology-Enhanced Learning for Children with Autism.” British Educational Research Journal 43 (2): 394–413. doi:10.1002/berj.3275.