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Direct linkCornelis J. C. Vertegaal; Cecilia Martinez; Ramiro Serra; Prem Sundaramoorthy; Mark J. Bentum – IEEE Transactions on Education, 2025
Contribution: This study identifies the types of interaction that contribute to student learning with student-led tutorials (SLTs). The quality of these interactions include peer discussion, student tutor presentation, joint reasoning, and constructive feedback. Background: The introduction of SLTs in an advanced electromagnetics bachelor course…
Descriptors: Undergraduate Students, Physics, Science Curriculum, Science Instruction
Effectiveness of Different Tutorial Recitation Teaching Methods and Its Implications for TA Training
Koenig, Kathleen M.; Endorf, Robert J.; Braun, Gregory A. – Physical Review Special Topics - Physics Education Research, 2007
We present results from a comparative study of student understanding for students who attended recitation classes that used different teaching methods. Student volunteers from our introductory calculus-based physics course attended a special recitation class that was taught using one of four different teaching methods. A total of 272 students were…
Descriptors: Instructional Effectiveness, Physics, Introductory Courses, Science Instruction
Peer reviewedLeBlanc, Leona B. – College Teaching, 1992
The design, implementation, and evaluation of a self-paced course in first-year college French are described, focusing on student choice in deciding which of four language skills (listening/speaking, writing, reading, or culture) they would concentrate on. Considered are course organization, use of assistants and student tutors, and course…
Descriptors: Achievement Gains, Classroom Techniques, College Instruction, Course Evaluation
