Preliminary multi-institutional data suggest instructors combining interactive and vicarious interactive strategies in Peer Instruction achieve larger student learning gains than those using mostly one strategy.
Does using active learning in thermodynamics lectures improve students’ conceptual un- derstanding and learning experiences? European Journal of Physics, 36(1):015020, 2014
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Multi-institutional assessment of Peer Instruction implementation and impacts using the Framework for Interactive Learning in Lectures
Preliminary multi-institutional data suggest instructors combining interactive and vicarious interactive strategies in Peer Instruction achieve larger student learning gains than those using mostly one strategy.