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John M. Rothgeb$suffix/text()$suffix/text(). (2022) Do Explicit Course-Level Learning Objectives Affect Students’ Course Perceptions and Ability to Recall Factual Knowledge and Analyze Political Problems?. Journal of Political Science Education 18:1, pages 64-80.
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John Rothgeb$suffix/text()$suffix/text(). (2018) Do Online Discussion Groups Enhance Students’ Analytical Ability and Recall of Factual Knowledge?. Journal of Political Science Education 14:3, pages 331-340.
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Michael Thom. (2020) Are group assignments effective pedagogy or a waste of time? A review of the literature and implications for practice. Teaching Public Administration 38:3, pages 257-269.
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Shannon Jenkins. (2015) Flipping the Introductory American Politics Class: Student Perceptions of the Flipped Classroom. PS: Political Science & Politics 48:04, pages 607-611.
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Ryan T. Moore. (2014) Overcoming Barriers to Heterogeneous-Group Learning in the Political Science Classroom. PS: Political Science & Politics 48:01, pages 149-156.
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