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Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning
We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each prec...
| Autores principales: | , , |
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| Formato: | Texto |
| Lenguaje: | English |
| Publicado: |
American Society for Cell Biology
2010
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| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2995767/ https://www.ncbi.nlm.nih.gov/pubmed/21123696 http://dx.doi.org/10.1187/cbe.09-12-0093 |