Results 221 to 230 of about 194,552 (244)

Assessment, feedback, and grading practices and philosophies of introductory biology instructors. [PDF]

J Microbiol Biol Educ
Lemons ML, Dewsbury BM, Wheeler LB, Cavanagh SR.   +3 more
europepmc   +1 more source

A comparative analysis of traditional and technology-supported stepped teaching for clock and fraction reading skills in students with dyscalculia. [PDF]

Front Psychol
Kaya N, Akçamete G, Sakallı Demirok M.
europepmc   +1 more source

Effectiveness of blended learning versus conventional didactic teaching in pathology education outcomes. [PDF]

Bioinformation
Singh P, Namdev J, Shukla J.
europepmc   +1 more source

Introduction of the One-Minute Preceptor Model for Teaching Pathology Postgraduate Students. [PDF]

Cureus
Bhatti V, Isaacs R, Sharma M.
europepmc   +1 more source

Differences in resilience between ‘traditional’ and ‘non-traditional’ university students

Active Learning in Higher Education, 2017
Resilience is related to students’ well-being and academic success. While challenges associated with students who are from historically underrepresented backgrounds (i.e.
Anna Chur-Hansen, Deborah Turnbull
exaly   +2 more sources

Some of the next articles are maybe not open access.

Related searches:

Drivers of academic pathways in higher education: traditional vs. non-traditional students

Studies in Higher Education, 2021
Pedro Carreira, Ana Sofia Lopes
exaly  

Comparing long-term trajectories in subject interest among non-traditional students and traditional students – An example from a cooperative higher education programme in Germany

Learning and Individual Differences, 2023
Sebastian Rahn, Steffen Wild, Thomas Meyer   +2 more
exaly  

Engaged or entitled? Study orientations among traditional and non-traditional business students

Teaching in Higher Education, 2021
Johanna Vuori
exaly