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Articles

Collaborative group work: Effects of group size and assignment structure on learning gain, student satisfaction and perceived participation

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Pages 983-988 | Published online: 06 Jan 2012

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X. Christine Wang, Tanya Christ, Ming Ming Chiu & Ekaterina Strekalova-Hughes. (2019) Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books. AERA Open 5:3, pages 233285841986934.
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Katura C. Bullock, Caitlin Gibson, Meredith Howard, Jialiang Liu, Amulya Tatachar & Wei Cheng Yuet. (2018) Use of the Muddiest Point Technique as an exam review in an integrated pharmacotherapy course. Currents in Pharmacy Teaching and Learning 10:9, pages 1295-1302.
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Oscar M. Jerez, Catalina A. Ortiz, Marcos S. Rojas & César A. Orsini. 2018. New Pedagogical Challenges in the 21st Century - Contributions of Research in Education. New Pedagogical Challenges in the 21st Century - Contributions of Research in Education.
Steve Nebel, Sascha Schneider, Maik Beege, Franziska Kolda, Valerie Mackiewicz & Günter Daniel Rey. (2017) You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research and Development 65:4, pages 993-1014.
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健 袁. (2017) Exploration and Analysis of Computer Science Teaching Model in Colleges Based on Deep Learning. Creative Education Studies 05:02, pages 103-108.
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Gwyneth Hughes. 2017. Ipsative Assessment and Personal Learning Gain. Ipsative Assessment and Personal Learning Gain 25 41 .
Amelia Swift, Nikolaos Efstathiou & Paula Lameu. (2016) Is LabTutor a helpful component of the blended learning approach to biosciences?. Journal of Clinical Nursing 25:17-18, pages 2683-2693.
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Brett Williams & Priya Reddy. (2016) Does peer-assisted learning improve academic performance? A scoping review. Nurse Education Today 42, pages 23-29.
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Jan G. M. Kooloos, Tim Klaassen, Sascha van Kuppeveld, Sanneke Bolhuis & Marc Vorstenbosch. (2016) The Effect of In-Class Formality during a Peer-Teaching Activity on Student’s Satisfaction, Perceived Participation and Learning Gain. Creative Education 07:13, pages 1810-1819.
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Jing Hin Lam & Will Wai-Kit Ma. 2016. Blended Learning: Aligning Theory with Practices. Blended Learning: Aligning Theory with Practices 233 245 .
Adrien Cuisinier, Clotilde Schilte, Philippe Declety, Julien Picard, Karine Berger, Pierre Bouzat, Dominique Falcon, Jean Luc Bosson, Jean-François Payen & Pierre Albaladejo. (2015) A major trauma course based on posters, audio-guides and simulation improves the management skills of medical students: Evaluation via medical simulator. Anaesthesia Critical Care & Pain Medicine 34:6, pages 339-344.
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Jon Cornwall. 2015. Teaching Anatomy. Teaching Anatomy 165 171 .
Moritz Mahling, Alexander Münch, Sebastian Schenk, Stephan Volkert, Andreas Rein, Uwe Teichner, Pascal Piontek, Leopold Haffner, Daniel Heine, Andreas Manger, Jörg Reutershan, Peter Rosenberger, Anne Herrmann-Werner, Stephan Zipfel & Nora Celebi. (2014) Basic life support is effectively taught in groups of three, five and eight medical students: a prospective, randomized study. BMC Medical Education 14:1.
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Annemarie Spruijt, Ineke Wolfhagen, Harold Bok, Eva Schuurmans, Albert Scherpbier, Peter van Beukelen & Debbie Jaarsma. (2013) Teachers’ perceptions of aspects affecting seminar learning: a qualitative study. BMC Medical Education 13:1.
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Jan G.M. Kooloos, Maarten C. de Waal Malefijt, Dirk J. Ruiter & Marc A.T.M. Vorstenbosch. (2012) Loosely‐guided, self‐directed learning versus strictly‐guided, station‐based learning in gross anatomy laboratory sessions. Anatomical Sciences Education 5:6, pages 340-346.
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