Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains
Abstract Student-instructor interactions have an influence on student achievement and perceptions of learning. In college and university settings, large introductory STEM courses are increasingly including Peer-Led Team Learning (PLTL), an evidence-based technique associated with improved student ac...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2020-02-01
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| Series: | Disciplinary and Interdisciplinary Science Education Research |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s43031-020-00020-9 |