A delicate balance: integrating active learning into a large lecture course.
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Online teaching tool simplifies faculty use of multimedia and improves student interest and knowledge in scienceReplacing lecture with peer-led workshops improves student learning.Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.Combined use of online tutorials and hands-on group exercises in bibliographic instruction for pharmacy students.Combining peer discussion with instructor explanation increases student learning from in-class concept questionsRedesigning a large-enrollment introductory biology course.Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?Collaborative testing improves performance but not content retention in a large-enrollment introductory biology class.Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with StudentsContext dependence of students' views about the role of equations in understanding biology.Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.Understanding clicker discussions: student reasoning and the impact of instructional cues.Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based TeachingStudent Buy-In to Active Learning in a College Science Course.Five-year review of an international clinical research-training programDo Biology Majors Really Differ from Non-STEM Majors?Don't Believe the Gripe! Increasing Course Structure in a Large Non-majors Neuroscience Course.Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology CourseImproved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered.An active, collaborative approach to learning skills in flow cytometry.Does displaying the class results affect student discussion during peer instruction?Back to the Lecture.Authentic active learning activities demonstrating the use of serial dilutions and plate counts.Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population.Backward by Design: Building ELSI into a Stem Cell Science Curriculum.Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course.Supporting physiology learning: the development of interactive concept-based video clips.Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework.
P2860
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P2860
A delicate balance: integrating active learning into a large lecture course.
description
2008 nî lūn-bûn
@nan
2008年の論文
@ja
2008年論文
@yue
2008年論文
@zh-hant
2008年論文
@zh-hk
2008年論文
@zh-mo
2008年論文
@zh-tw
2008年论文
@wuu
2008年论文
@zh
2008年论文
@zh-cn
name
A delicate balance: integrating active learning into a large lecture course.
@en
A delicate balance: integrating active learning into a large lecture course.
@nl
type
label
A delicate balance: integrating active learning into a large lecture course.
@en
A delicate balance: integrating active learning into a large lecture course.
@nl
prefLabel
A delicate balance: integrating active learning into a large lecture course.
@en
A delicate balance: integrating active learning into a large lecture course.
@nl
P2093
P2860
P356
P1476
A delicate balance: integrating active learning into a large lecture course.
@en
P2093
J D Walker
Mark D Decker
Paul M Baepler
Sehoya H Cotner
P2860
P304
P356
10.1187/CBE.08-02-0004
P577
2008-01-01T00:00:00Z