Journal Abstracts
By J. Yoder, Catherine M. Hochevar. 2002
244 citations recorded by the source corpus.
Subfields: Artificial Intelligence, Economics and Econometrics, Pharmacology
View Paper: https://www.semanticscholar.org/paper/dc5098020e96ddee5180ca7a36005d2a4be33da7
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In Artificial Intelligence
In Economics and Econometrics
In Pharmacology
Citations in the corpus
- Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes. (2011, background): “Research suggests that active learning leads to a variety of positive outcomes including better student attitudes (Bleske-Rechek, 2002), greater motivation (Waston, Kessler, Kalla, Kam, and Ueki, 1996), improvements in students’ thinking and writing (Bonwell and Eison), memory for information taught”
- Learning by Doing: An Empirical Study of Active Teaching Techniques. (2011, methodology): “It includes any technique that involves the students in the learning process and holds students responsible for their own learning (Bonwell & Eison, 1991; Michel, et al, 2009; Yoder & Hochevar, 2005).”
- Factors affecting students’ learning performance through collaborative learning and engagement (2021, background): “Learning actively © 2021 Informa UK Limited, trading as Taylor & Francis Group CONTACT Asadullah Khaskheli asadullahkhas@swjtu.edu.cn, asadullahkhas@hotmail.com; Syed Ali Raza syed_aliraza@ hotmail.com includes listening, speaking, writing, thinking, and reading (Yoder & Hochevar, 2005).”
- Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes (2007, background): “Research suggests that active learning exercises can be powerful teaching tools to facilitate learning (Butler, Phillmann, & Smart, 2001; Yoder & Hochevar, 2005).”
- Designing Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills (2018, background): “…higher order thinking (Diamond, Koernig, & Iqbal, 2008) and enhance critical thinking skills (Burbach, Matkin, & Fritz, 2004) and has been empirically linked to positive outcomes such as increased test performance (Yoder & Hochevar, 2005) and satisfaction (Butler, Phillmann, & Smart, 2001).”
- EFFECTIVE TEACHING METHODS FOR LARGE CLASSES (2006, background): “Further, research on group-oriented discussion methods has shown that team learning and student-led discussions not only produce favorable student performance outcomes, but also foster greater participation, self confidence and leadership ability (Perkins & Saris, 2001; Yoder & Hochevar, 2005).”
- Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach (2011, background): “…2009; Bates Prins, 2009) and others have presented evidence that students’ exam scores are higher when taught with an active learning approach than when taught with more traditional approaches (e.g., Christopher and Marek, 2009; Steinhorst and Keeler, 1995; Ryan, 2006; Yoder and Hochevar, 2005).”