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Using Technology-Assisted Instruction and Assessment to Red..:
Gleason, Jim
College Teaching. 60 (2012) 3 - p. 87-94 , 2012
Link:
https://www.jstor.org/stable/23240288
RT Journal T1
Using Technology-Assisted Instruction and Assessment to Reduce the Effect of Class Size on Student Outcomes in Undergraduate Mathematics Courses
UL https://suche.suub.uni-bremen.de/peid=jstor-23240288&Exemplar=1&LAN=DE A1 Gleason, Jim PB Taylor & Francis Group YR 2012 SN 8756-7555 SN 1930-8299 K1 Education K1 Formal education K1 Pedagogy K1 Educational activities K1 Classroom activities K1 Teaching K1 Student assignments K1 Homework K1 Educational institutions K1 Educational environment K1 Classroom environment K1 Class size K1 Science education K1 Mathematics education K1 Mathematics K1 Pure mathematics K1 Algebra K1 Academic communities K1 Students K1 College students K1 Academic education K1 Academic achievement K1 Educational methods K1 Student evaluation K1 Academic grades K1 Behavioral sciences K1 Psychology K1 Cognitive psychology K1 Cognitive processes K1 Learning K1 Learner engagement K1 Applied mathematics K1 Statistics K1 Applied statistics K1 Statistical results K1 Economics K1 Economic disciplines K1 Labor economics K1 Employment K1 Occupations K1 Educational personnel K1 Educators K1 Teachers JF College Teaching VO 60 IS 3 SP 87 OP 94 LK http://dx.doi.org/https://www.jstor.org/stable/23240288 DO https://www.jstor.org/stable/23240288 SF ELIB - SuUB Bremen
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