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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...
| Autores principales: | , , , , , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
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Springer International Publishing
2021
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| Materias: | |
| 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 |