BallenC. J.WiemanC.SalehiS.SearleJ., & ZamudioK. (2017). Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning. CBE-Life Sciences Education, 16(4).
2.
BeichnerR. J.SaulJ. M.AbbottD. S.MorseJ. J.DeardorffD. L.AllainR. J.BonhamS. W.DancyM. H., & RisleyJ. S. (2007). Student-centered activities for large enrollment undergraduate programs (SCALE-UP) project. In E. Redish & P. Cooney (Eds.), Research-based reform of university physics (pp. 1–42). American Association of Physics Teachers.
3.
JoordensS. (2019). Werewolves of learning: Transforming a content-based course into a dynamic, fully online beast. In GoldingJ.RawnC., & KernK. (Eds.), Strategies for teaching large classes effectively in higher education (pp. 121–138). Cognella, Inc.
4.
PrinceM. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x