Materials Similar to Students as Co-creators: the Development of Student Learning Networks in PeerWise
- 45%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 42%: Using Collaborative Group Exams to Investigate Students’ Ability to Learn
- 42%: Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving
- 42%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 42%: Investigating student communities with network analysis of interactions in a physics learning center
- 41%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
- 39%: Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory
- 39%: Using student-generated content to engage students in upper-division quantum mechanics
- 39%: Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses
- 39%: Network centrality and student self-efficacy in an interactive introductory physics environment
- 39%: Development and validation of a sequence of clicker questions for helping students learn addition of angular momentum in quantum mechanics
- 38%: Investigating the Relationship between Active Learning Task Characteristics and Student Success
- 38%: Student Cognition in Physics Group Exams
- 38%: Connecting the dots: Student social networks in introductory physics labs
- 37%: Collaboration or copying? Student behavior during two-phase exams with individual and team phases
- 37%: Physics Learning Identity of a Successful Student: A Plot Twist
- 37%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
- 37%: Understanding Centrality: Investigating Student Outcomes within a Classroom Social Network
- 37%: Non-traditional students' conceptual scores and network centrality in SCALE-UP classrooms
