An Analysis of the Perceptions and Resources of Large University Classes.

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An Analysis of the Perceptions and Resources of Large University Classes.

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2017 nî lūn-bûn

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2017年の論文

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2017年論文

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2017年論文

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2017年論文

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2017年論文

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An Analysis of the Perceptions and Resources of Large University Classes.

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An Analysis of the Perceptions and Resources of Large University Classes.

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An Analysis of the Perceptions and Resources of Large University Classes.

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P1476

An Analysis of the Perceptions and Resources of Large University Classes.

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P2093

Ceilidh Barlow Cash

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Jessa Letargo

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Shoshanah R Jacobs

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Steffen P Graether

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P2860

A Quasi Experiment to Determine the Effectiveness of a "Partially Flipped" versus "Fully Flipped" Undergraduate Class in Genetics and Evolution.

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class.

Improvements from a flipped classroom may simply be the fruits of active learning.

Active learning increases student performance in science, engineering, and mathematics.

Redesigning a large-enrollment introductory biology course.

Active learning not associated with student learning in a random sample of college biology courses.

The role of the lecturer as tutor: doing what effective tutors do in a large lecture class

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

Problem-based learning in pre-clinical medical education: 22 years of outcome research.

P31

scholarly article

P356

10.1187/CBE.16-01-0004

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P433

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P478

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P577

2017-01-01T00:00:00Z

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P698

28495937

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P932

5459251

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