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Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community
Abstract
Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and dissemination model of introducing faculty to new strategies has shown to be inadequate in encouraging uptake and consistent use of those strategies. This model lacks the ongoing support that has shown to be...
Paper Details
Title
Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community
Published Date
May 18, 2020
Volume
7
Issue
1
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