全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用：99美元
投递稿件

为什么选择我们？ >>
- 开源期刊
- 同行审议
- 快速出刊
- 终身存储
- 免费检索
- 免费推广
- 更多...
- 搜索引擎

Active Learning in Higher Education

ISSN Print: 1469-7874

ISSN Online: 1741-2625

主页: https://journals.sagepub.com/loi/alha

分享:




Go

The effects of collaborative testing on higher order thinking: Do the bright get brighter?

Brooke Harris-Reeves,John W Mahoney

Slaves to our emotions: Examining the predictive relationship between emotional well

Susan A Geertshuis

Self

Alicia Bolívar-Cruz,Domingo Verano-Tacoronte,Sara M González-Betancor

Scaffolding self

Jennifer A Jones

Editorial

Lynne Baldwin

Editorial

Lynne Baldwin

Higher education lectures: From passive to active learning via imagery?

David Roberts

Avoiding ‘de

Stuart Wrigley

Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes

Inger Bergom,Mary C Wright,Tracy Bartholomew

Learning approach and its relationship to type of media use and frequency of media

Anna S Law,Rosemary Stock

Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning

Ana-Marie Bliuc,Robert A Ellis

The influence of time on the decisions that students make about their academic reading

Amit Sharma,Crystal Ramsay,Hubert B Van Hoof

Location, location, location: A comparison of student experience in a lecture hall to a small classroom using similar techniques

Brian T Yuhnke,Edward C Bolden,Michael J Kenney,Tina M Oestreich

The effect of team

David J Osman,Elizabeth Swanson,Lisa V McCulley,Michael Solis,Nancy Scammacca Lewis

Satisfaction with the supervision of undergraduate dissertations

José M Maside Sanfiz,M Luisa Del Río,Rosario Díaz-Vázquez

Editorial

Lynne Baldwin

Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional

Fared Jdaitawi Turki,Hani Sheta,Malek Jdaitawi

An exploratory study of students’ weekly stress levels and sources of stress during the semester

Adele Pitt,Florin Oprescu,Geraldine Tapia,Marion Gray

Editorial

Lynne P Baldwin

Marking and providing feedback face

Charlotte Chalmers,Elaine Mowat,Maggie Chapman

Faculty and undergraduate student perceptions of an integrated mentoring approach

Nicola Livingstone,Nicola Naismith

Editorial

Lynne Baldwin

Technology

Omer Faruk Islim

The provision of partial notes is not associated with improved student attention in lectures or subsequent understanding of the lecture material

Katherine A Johnson,Keitaro Machida,Michelle Chin

Adjustment

Paul D Geyer

Comparison of high

Adelheid AM Nicol,Allister MacIntyre,Christina Eastwood,Soo M Owens,Stéphanie SCL Le Coze

Effects of learning design patterns in service learning courses

Karl-Heinz Gerholz,Katrin B Klingsieck,Verena Liszt

Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning

David Whyte,Krystal Roberts,Maria Martinez Serrano,Mark O’Brien

The effect of social media multitasking on classroom performance

Muhammet Demirbilek,Tarik Talan

Engaging with assessment: Increasing student engagement through continuous assessment

Naomi Holmes

Do interactive learning spaces increase student achievement? A comparison of classroom context

Mary Lou Vercellotti

Large class teaching: How does one go about the task of moderating large volumes of assessment?

Jaclyn Broadbent

Identifying predictors of students’ perception of and engagement with assessment feedback

Lubna Ahmed,Nadia Ali,Sarah Rose

The flipped classroom: Does viewing the recordings matter?

Margrét Sigrún Sigureardóttir,Thamar Melanie Heijstra

Go




©2008-2020 OALib, Inc | Public user content licensed CC-BY 4.0 unless otherwise specified. OALib ISSN Online: 2333-9721 OALib ISSN Print: 2333-9705