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• 2009Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to Make It Happen119 cited
• 2012Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures.107 cited
• 2006Implementation of personal response units in very large lecture classes: Student perceptions99 cited
• 2016Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’95 cited
• 2013Effectiveness of clickers: Effect of feedback and the timing of questions on learning84 cited
• 2009Evaluating the Effectiveness of a Personal Response System in the Classroom76 cited
• 2019Multiple-true-false questions reveal more thoroughly the complexity of student thinking than multiple-choice questions: a Bayesian item response model comparison72 cited
• 2013Mobile-phone-based classroom response systems: Students’ perceptions of engagement and learning in a large undergraduate course71 cited
• 2016Measuring the effect of ARS on academic performance: A global meta-analysis70 cited
• 2010Does Displaying the Class Results Affect Student Discussion during Peer Instruction?69 cited
• 2008Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses?60 cited
• 2018Multiple–True–False Questions Reveal the Limits of the Multiple–Choice Format for Detecting Students with Incomplete Understandings59 cited