| The effect of team-based learning on content knowledge: A meta-analysis |
11 |
| An exploratory study of students' weekly stress levels and sources of stress during the semester |
8 |
| Comparison of high-technology active learning and low-technology active learning classrooms |
7 |
| Do interactive learning spaces increase student achievement? A comparison of classroom context |
6 |
| Engaging with assessment: Increasing student engagement through continuous assessment |
6 |
| The potential of cognitive think-aloud protocols for educational action-research |
5 |
| Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes |
5 |
| The effect of social media multitasking on classroom performance |
5 |
| Satisfaction with the supervision of undergraduate dissertations |
4 |
| Self-assessment accuracy in higher education: The influence of gender and performance of university students |
4 |
| The flipped classroom: Does viewing the recordings matter? |
4 |
| Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning |
4 |
| Marking and providing feedback face-to-face: Staff and student perspectives |
4 |
| Effects of learning design patterns in service learning courses |
4 |
| Faculty and undergraduate student perceptions of an integrated mentoring approach |
3 |
| Higher education lectures: From passive to active learning via imagery? |
3 |
| The effects of collaborative testing on higher order thinking: Do the bright get brighter? |
3 |
| Scaffolding self-regulated learning through student-generated quizzes |
3 |
| Slaves to our emotions: Examining the predictive relationship between emotional well-being and academic outcomes |
3 |
| Technology-supported collaborative concept maps in classrooms |
2 |
| Large class teaching: How does one go about the task of moderating large volumes of assessment? |
2 |
| Fostering positive adjustment behaviour: Social connectedness, achievement motivation and emotional-social learning among male and female university students |
2 |
| Avoiding 'de-plagiarism': Exploring the affordances of handwriting in the essay-writing process |
2 |
| Mandatory service learning at university: Do less-inclined students learn from it? |
2 |
| Critical Pedagogy and assessment in higher education: The ideal of 'authenticity' in learning |
2 |
| Measuring intangible outcomes can be problematic: The challenge of assessing learning during international short-term study experiences |
1 |
| The provision of partial notes is not associated with improved student attention in lectures or subsequent understanding of the lecture material |
1 |
| Learning approach and its relationship to type of media use and frequency of media-multitasking |
1 |
| Identifying predictors of students' perception of and engagement with assessment feedback |
1 |
| Adjustment-seeking behavior: The role of political skill and self-efficacy in training students to be more actively engaged in their studies |
0 |
| Location, location, location: A comparison of student experience in a lecture hall to a small classroom using similar techniques |
0 |
| The influence of time on the decisions that students make about their academic reading |
0 |
| Predicting peer-assisted study session attendance |
0 |
| Working in partnership: The role of Peer Assisted Study Sessions in engaging the Citizen Scholar |
0 |
