The effect of team-based learning on content knowledge: A meta-analysis
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417731201
Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417721384
Mandatory service learning at university: Do less-inclined students learn from it?
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417742019
Higher education lectures: From passive to active learning via imagery?
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417731198
Scaffolding self-regulated learning through student-generated quizzes
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735610
The potential of cognitive think-aloud protocols for educational action-research
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735614
Self-assessment accuracy in higher education: The influence of gender and performance of university students
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735604
The effects of collaborative testing on higher order thinking: Do the bright get brighter?
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417723243
Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735607
Slaves to our emotions: Examining the predictive relationship between emotional well-being and academic outcomes
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787418808932
Using automated time management enablers to improve self-regulated learning:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419866304
Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419869125
The influence of time on the decisions that students make about their academic reading
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417731200
Location, location, location: A comparison of student experience in a lecture hall to a small classroom using similar techniques
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417742018
Students’ use of information and communication technologies in the classroom: Uses, restriction, and integration:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419861926
Working in partnership: The role of Peer Assisted Study Sessions in engaging the Citizen Scholar
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735608
Avoiding ‘de-plagiarism’: Exploring the affordances of handwriting in the essay-writing process
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735611
Learning approach and its relationship to type of media use and frequency of media-multitasking
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735612
Predicting peer-assisted study session attendance
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787417735613
Flipped pedagogy and student evaluations of teaching
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419855188
A degree of studying? Approaches to learning and academic performance among student ‘consumers’:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419860204
Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419891307
The usefulness of feedback
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419872393
In-class and after-class lecture note-taking strategies:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419893490
In-text and rubric-referenced feedback: Differences in focus, level, and function:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419855208
Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes:
来源期刊：Active Learning in Higher EducationDOI：10.1177/1469787419846620
