Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollmen...

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Detalles Bibliográficos
Autores principales: Wilton, Mike, Gonzalez-Niño, Eduardo, McPartlan, Peter, Terner, Zach, Christoffersen, Rolf E., Rothman, Joel H.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2019
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6818464/
https://www.ncbi.nlm.nih.gov/pubmed/31675276
http://dx.doi.org/10.1187/cbe.18-08-0155

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6818464/
https://www.ncbi.nlm.nih.gov/pubmed/31675276
http://dx.doi.org/10.1187/cbe.18-08-0155

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