Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

Abstract Background It is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departments. Using results of a national survey, we ident...

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Главные авторы:	Alexandra C. Lau, Charles Henderson, Marilyne Stains, Melissa Dancy, Christian Merino, Naneh Apkarian, Jeffrey R. Raker, Estrella Johnson
Формат:	Artigo
Язык:	Inglês
Опубликовано:	SpringerOpen 2024-02-01
Серии:	International Journal of STEM Education
Предметы:	Active learning Departmental change Instructional change Undergraduate education Grounded theory Model development
Online-ссылка:	https://doi.org/10.1186/s40594-024-00470-x
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