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A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results—a just pre-pandemic randomised controlled mixed-method study
We tested for feasibility, acceptance, and “non-inferiority” of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL). In a just pre-pandemic, randomised controlled trial, 317...
| Autores principales: | , , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Springer Berlin Heidelberg
2022
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9581769/ https://www.ncbi.nlm.nih.gov/pubmed/36264299 http://dx.doi.org/10.1007/s00210-022-02306-3 |