Evidence-Based Strategies to Reduce Student Resistance to Active Learning
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Publisher
Springer International Publishing
Link
http://link.springer.com/content/pdf/10.1007/978-3-030-33600-4_58
Reference19 articles.
1. Borrego, M., Prince, M. J., Nellis, C., Shekhar, P., Waters, C. K., & Finelli, C. J. (2014). Student perceptions of instructional change in engineering courses: A pilot study. Proceedings of 2014 ASEE Annual Conference & Exposition, Indianapolis, IN.
2. Borrego, M., Nguyen, K., Crockett, C., DeMonbrun, M., Shekhar, P., Tharayil, S., … Waters, C. K. (2018). Systematic literature review of students’ affective responses to active learning: Overview of results. Proceedings of 48th IEEE/ASEE Frontiers in Education Conference, San Jose, CA.
3. Cooper, K. M., Downing, V. R., & Brownell, S. E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International Journal of STEM Education, 5(1), 23.
4. DeMonbrun, R. M., Finelli, C. J., Prince, M. J., Borrego, M., Shekhar, P., Henderson, C., & Waters, C. K. (2017). Creating an instrument to measure student response to instructional practices. Journal of Engineering Education, 106(2), 273–298.
5. Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43–47.
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