Spillover Effects: A Comparison of Course and Institutional Outcomes for Traditional and Intensive Introductory Biology

Author:

DeFeo Dayna Jean1ORCID,Watson Brett Jordan1ORCID,Gerken Sarah2ORCID,Tran Trang C.1ORCID

Affiliation:

1. Institute of Social & Economic Research, University of Alaska Anchorage, Anchorage, Alaska, USA

2. Biological Sciences, University of Alaska Anchorage, Anchorage, Alaska, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Reference70 articles.

1. Al-Rawi, M., & Lazonbay, A. (2017). A new strategy for active learning to maximise performance in intensive courses. In Proceedings of the 2017 Australian Association for Engineering Education Conference. http://researcharchive.wintec.ac.nz/5854/

2. Full-Semester and Abbreviated Summer Courses: An Evaluation of Student Performance

3. Time compressed delivery for quantitative college courses: The key to student success;Anderson T. I.;Academy of Educational Leadership Journal,2012

4. Successful Integration of Face-to-Face Bootcamp Lab Courses in a Hybrid Online STEM Program

5. Impact of course length on student learning;Austin A. M.;Journal of Economics and Finance Education,2006

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