Citations (49)
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David A. Fennell, Sarah Coose & Tom P. Moorhouse. (2023) An animal welfare syllabus for wildlife tourism. Journal of Sustainable Tourism 31:5, pages 1071-1089.
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Elisa Sarda, Olga Kasatkina & Erica de Vries. (2023) How do lecturers conceptualise pedagogical innovations in higher education?. Innovations in Education and Teaching International 0:0, pages 1-11.
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Elahe Shakhsi Dastgahian & Janet Scull. (2022) Implementing English language teaching reforms through professional learning. Education Inquiry 13:4, pages 395-411.
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Abobakr Aljuwaiber. (2022) Changing attitudes through interactive learning: The impact of teaching total quality management on students’ everyday lives. Journal of Education for Business 97:6, pages 365-375.
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Jennifer M. Case, Ashish Agrawal, Alaa Abdalla, Nicole Pitterson & Jan McArthur. (2022) Students’ experiences of the value of lectures for their learning: a close-up comparative study across four institutions. Teaching in Higher Education 0:0, pages 1-19.
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Emily Nordmann, Jacqui Hutchison & Jill R. D. MacKay. (2022) Lecture rapture: the place and case for lectures in the new normal. Teaching in Higher Education 27:5, pages 709-716.
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Tracii Ryan, Sarah French & Gregor Kennedy. (2021) Beyond the Iron Triangle: improving the quality of teaching and learning at scale. Studies in Higher Education 46:7, pages 1383-1394.
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A. K. Wood, T. N. Bailey, R. K. Galloway, J. A. Hardy, C. J. Sangwin & P. J. Docherty. (2021) Lecture capture as an element of the digital resource landscape - a qualitative study of flipped and non–flipped classrooms. Technology, Pedagogy and Education 30:3, pages 443-458.
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Susanne Forsgren, Tanja Christensson, Gudrun Rudolfsson & Åsa Rejnö. (2021) To Attend or Not—The Reasoning Behind Nursing Students’ Attendance at Lectures: A Qualitative Study. Scandinavian Journal of Educational Research 65:3, pages 500-509.
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Vanessa Radzimski, Fok-Shuen Leung, Pam Sargent & Alain Prat. (2021) Small-Scale Learning in a Large-Scale Class: A Blended Model for Team Teaching in Mathematics. PRIMUS 31:1, pages 1-16.
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Amanda Fulford & Áine Mahon. (2020) A philosophical defence of the university lecture. Oxford Review of Education 46:3, pages 363-374.
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Christine Elizabeth Holbrey. (2020) Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres. Technology, Pedagogy and Education 29:2, pages 191-202.
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Marjatta Takala & Kim Wickman. (2019) Collaborative Case-Based Virtual Learning in Higher Education: Consultation Case in Special Education. Journal of Digital Learning in Teacher Education 35:4, pages 236-248.
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Steve Cook, Duncan Watson & Dimitrios Vougas. (2019) Solving the quantitative skills gap: a flexible learning call to arms!. Higher Education Pedagogies 4:1, pages 17-31.
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Hanne Søberg Finbråten, Øystein Guttersrud, Camilla Foss, Kjell Sverre Pettersen, Christine Tørris, Mona Elisabeth Meyer, Hedvig Halvorsrud, Helge Stensrud, Ida Hellum Sandbekken, Mone Sæland & Heidi Kristine Grønlien. (2023) Bruk av «concept cartoons» i kombinasjon med digitalt student-respons-system for å støtte læring i Anatomi, fysiologi og biokjemi i sykepleierutdanningen. Uniped 46:4, pages 230-244.
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Michiel H. Hulsbergen, Jutta de Jong & Maarten J. van der Smagt. (2022) Exploring the use of Online Simulations in Teaching Dialogue Skills. Psychology Learning & Teaching 22:1, pages 55-73.
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Victor Tiberius, Michael Weyland & Raj V. Mahto. (2023) Best of entrepreneurship education? A curriculum analysis of the highest-ranking entrepreneurship MBA programs. The International Journal of Management Education 21:1, pages 100753.
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Diogo Casanova, Isabel Huet & Fabiane Garcia. (2023) The Experience of Co-Designing a Learning Space with Teachers and Students. Education Sciences 13:2, pages 103.
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Thomas J. Tobin. (2022) How Do You Know You're a Good Teacher?. The National Teaching & Learning Forum 32:1, pages 8-11.
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Héctor Tronchoni, Conrad Izquierdo & M. Teresa Anguera. (2022) A systematic review on lecturing in contemporary university teaching. Frontiers in Psychology 13.
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Benjamin M. C. Fischer & Alexandru Tatomir. (2022) A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education. Geoscience Communication 5:3, pages 261-274.
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Ian M. Kinchin. (2022) The Ecological Root Metaphor for Higher Education: Searching for Evidence of Conceptual Emergence within University Education Strategies. Education Sciences 12:8, pages 528.
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Kirstie Fryirs. (2022) A pedagogy of fluvial geomorphology: Incorporating scaffolding and active learning into tertiary education courses. Earth Surface Processes and Landforms 47:7, pages 1671-1679.
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Nathan K. McVaugh & Daniel H. Robinson. (2022) Just how much multitasking can students handle during lecture? Effects of question frequency and relevancy, and note taking on retention. Educational technology research and development 70:3, pages 807-821.
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Pål Anders Opdal. (2021) To Do or To Listen? Student Active Learning vs. the Lecture. Studies in Philosophy and Education 41:1, pages 71-89.
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Ayman G. Mustafa, Nour R. Taha, Sami Zaqout & Mohammed Seed Ahmed. (2021) Teaching Musculoskeletal Module using dissection videos: feedback from medical students. BMC Medical Education 21:1.
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Daniel Diaz Vidal, Thomas G. Pittz, Giles Hertz & Rebecca White. (2021) Enhancing entrepreneurial competencies through intentionally-designed podcasts. The International Journal of Management Education 19:3, pages 100537.
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Siti Nurma Hanim Hadie, Vina Phei Sean Tan, Norsuhana Omar, Nik Aloesnisa Nik Mohd Alwi, Hooi Lian Lim & Ku Ishak Ku Marsilla. (2021) COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation. Frontiers in Medicine 8.
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Noopur Joshi, Siu-Kit Lau, Ming Fai Pang & Stephen Siu Yu Lau. (2020) Clickers in Class: Fostering Higher Cognitive Thinking Using ConcepTests in a Large Undergraduate Class. The Asia-Pacific Education Researcher 30:5, pages 375-394.
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Jill R. D. MacKay, Emily Nordmann, Leigh Murray, Alison Browitt, Monika Anderson & Jacqui Hutchison. (2021) The Cost of Asking: ‘Say that Again?’: A Social Capital Theory View Into How Lecture Recording Supports Widening Participation. Frontiers in Education 6.
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Martina Blašková, Dominika Tumová, Rudolf Blaško & Justyna Majchrzak-Lepczyk. (2021) Spirals of Sustainable Academic Motivation, Creativity, and Trust of Higher Education Staff. Sustainability 13:13, pages 7057.
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Ayşe METİN & Özen KULAKAÇ. (2021) HEMŞİRELİK EĞİTİMİ VE OTANTİK ÖĞRENMENursing Education and Authentic Learning. Samsun Sağlık Bilimleri Dergisi 6:1, pages 35-44.
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Martin S. Andersen & Guido Makransky. (2021) The Validation and Further Development of the Multidimensional Cognitive Load Scale for Physical and Online Lectures (MCLS-POL). Frontiers in Psychology 12.
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Erik H. Hofmeister. (2021) Nonparticipant Student Observation of Faculty Classroom Teaching. Journal of Veterinary Medical Education 48:1, pages 48-53.
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Philip M. Newton, Ana Da Silva & Sam Berry. (2020) The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?. Frontiers in Education 5.
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Rytis Maskeliūnas, Audrius Kulikajevas, Tomas Blažauskas, Robertas Damaševičius & Jakub Swacha. (2020) An Interactive Serious Mobile Game for Supporting the Learning of Programming in JavaScript in the Context of Eco-Friendly City Management. Computers 9:4, pages 102.
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Joseph A. Rathner & Mark A. Schier. (2020) The impact of flipped classroom andragogy on student assessment performance and perception of learning experience in two advanced physiology subjects. Advances in Physiology Education 44:1, pages 80-92.
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Geraint Evans & Karl Luke. (2020) Lecture capture and peer working: exploring study practices through staff–student partnerships. Research in Learning Technology 28:0.
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Elaine Tan, Adrian Small & Paul Lewis. (2020) Have a question? Just ask it: using an anonymous mobile discussion platform for student engagement and peer interaction to support large group teaching. Research in Learning Technology 28:0.
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Emily Nordmann. (2020) Using evidence-based strategies and open-access to improve learning and teaching. Psychology Teaching Review 26:2, pages 69-73.
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Charles Bélanger, Bernard Longden, E. Patricia Orozco Quijano & Jamil Razmak. (2019) How Mexican students perceive their classroom experience from their professors. Tertiary Education and Management 25:2, pages 161-180.
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Ying Lau, Daniel Guang Hui Chee, Zulkarnain Bin Ab Hamid, Benjamin Sieu-Hon Leong & Siew Tiang Lau. (2019) Interprofessional Simulation–Based Advanced Cardiac Life Support Training: Video-Based Observational Study. Clinical Simulation in Nursing 30, pages 16-24.
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