Interactive Group-Based Assessment in Medical Biochemistry
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Publisher
Springer Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-16-7228-6_6
Reference12 articles.
1. Andrews, D. A., Sekyere, E. O., & Bugarcic, A. (2020). Collaborative active learning activities promote deep learning in a chemistry-biochemistry course. Medical Science Educator, 30, 801–810. https://doi.org/10.1007/s40670-020-00952-x
2. Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Eh Phon, D. N., Abdullah, A. et al. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation. Education and Information Technologies, 24, 3433–3466. https://doi.org/10.1007/s10639-019-09941-z
3. Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distributed Learning, 13(1). https://doi.org/10.19173/irrodl.v13i1.1076
4. Ghani, I. B. A., Ibrahim, N. H., Yahaya, N. A., & Surif, J. (2017). Enhancing students’ HOTS in laboratory educational activity by using concept maps as an alternative assessment tool. Chemical Education Research and Practice, 18, 849–874. https://doi.org/10.1039/C7RP00120G
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