Learn Before
Better Than Expected: Using Learning Analytics to Promote Student Success in Gateway Science
Wright, M. C., Mckay, T., Hershock, C., Miller, K., & Tritz, J. (2014). Better Than Expected: Using Learning Analytics to Promote Student Success in Gateway Science. Change: The Magazine of Higher Learning, 46(1), 28-34. doi:10.1080/00091383.2014.867209
0
1
Tags
Psychology
Social Science
Empirical Science
Science
Related
How to Create a Mind Ray Kurzweil
Learning Together: Exploring Group Interactions Online
Learning Sciences on Wikipedia
Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations
TexSketch: Active Diagramming through Pen-and-Ink Annotations
Why Do We Still Lecture?
Lectures: Can’t Learn with Them, Can’t Learn without Them
Learning as Biological Brain Change
Development and Adaptations of the Seven Principles for Good Practice in Undergraduate Education
Comparison of Rewatching Class Recordings versus Retrieval Practice as Post-Lecture Learning Strategies
Better Than Expected: Using Learning Analytics to Promote Student Success in Gateway Science
Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens (2018)
Social Presence Theory
Online university students satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model
Eye Tracking the Feedback Assigned to Undergraduate Students in a Digital Assessment Game
Adaptive Natural-Language Targeting for Student Feedback
The Effect of Choosing Versus Receiving Feedback on College Students' Performance
Online learning in higher education
Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning.
Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning course
Distance Learning
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction
How Do Our Students Learn? An Outline of a Cognitive Psychological Model for Information Literacy Instruction
Applying Cognitive Psychology to Enhance Educational Practice
Article: Learning Communities (Elon University)
Attempts, Successes, and Failures of Distance Learning in the Time of COVID-19.
Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses
Cognitive Neuroscience Perspectives on Motivating and Learning: Revisiting Self-Determination Theory