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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...
| Autores principales: | , , , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
American Society for Cell Biology
2019
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| Materias: | |
| 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 |