Shifts in learning assistants’ self-determination due to COVID-19 disruptions in Calculus II course delivery

BACKGROUND: The Learning Assistant (LA) model with its subsequent support and training has evidenced significant gains for undergraduate STEM learning and persistence, especially in high-stakes courses like Calculus. Yet, when a swift and unexpected transition occurs from face-to-face to online, rem...

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Detalles Bibliográficos
Autores principales: Hite, R. L., Childers, G., Gottlieb, J., Velasco, R., Johnson, L., Williams, G. B., Griffith, K., Dwyer, J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2021
Materias:
Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8520326/
https://www.ncbi.nlm.nih.gov/pubmed/34692372
http://dx.doi.org/10.1186/s40594-021-00312-0

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8520326/
https://www.ncbi.nlm.nih.gov/pubmed/34692372
http://dx.doi.org/10.1186/s40594-021-00312-0

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