SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Short- and Long-Term Differences in Instructional Effectiveness between Intensive and Semester-Length Courses
6 references·4 citing·39 second hop
Short- and Long-Term Differences in Instructional Effectiveness between Intensive and Semester-Length Courses (2004)Short- and Long-Term Differences in Instr…Attributes of high‐quality intensive courses (2003)Attributes of high‐quality in…Educational Psychology: Windows on Classrooms (1996)Educational Psychology: Windo…Critical Thinking Ability and Disposition as Factors of Performance on a Written Critical Thinking Test. (1995)Critical Thinking Ability and…Course Structure Effects on Students' Computer Anxiety, Confidence and Attitudes (1995)Course Structure Effects on S…A Critique of Intensive Courses and an Agenda for Research. (1991)A Critique of Intensive Cours…The need for cognition. (1982)The need for cognition.Marketing students' perception of traditional and intensive delivery: an exploratory study (2024)Marketing students' perceptio…The Impact Of Course Scheduling On Student Success In Intermediate Accounting (2010)The Impact Of Course Scheduli…Accelerated Learning: A Study of Faculty and Student Experiences (2010)Accelerated Learning: A Study…Impact of Course Length on Student Learning (2006)Impact of Course Length on St…Significance tests and goodness of fit in the analysis of covariance structures. (1980)Structural Equations with Latent Variables. (1991)Creative and critical thinking in Singapore schools (2014)One size fits all? The limitations of standardised assessment in critical thinking (2018)Exploring higher education students’ critical thinking skills through content analysis (2021)Taxonomy of Educational Objectives. Handbook I: Cognitive Domain (1966)Accelerated learning in colleges and universities (2003)Intensive Teaching Formats: A Review. (2006)Contextual Enrichment and Distribution of Practice in the Classroom (1984)A Review of Time-Shortened Courses across Disciplines (2000)The effect of class session length on student performance, homework, and instructor evaluations in an introductory accounting course (2018)Educating the reflective practitioner (1987)Issues in Educational Research (1999)Determining Validity in Qualitative Inquiry (2000)ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK (1976)How College Affects Students: Findings and Insights From Twenty Years of Research. (1992)Active Learning: Cooperation in the College Classroom (2006)Comparing the Effectiveness of Intensive and Traditional Courses (2010)Length of online course and student satisfaction, perceived learning, and academic performance (2010)Re-building the first year experience, one block at a time (2019)The achievement motive (1953)The Psychology of Interpersonal Relations. (1958)The Elaboration Likelihood Model of Persuasion (1986)Political conservatism as motivated social cognition. (2003)Common Method Bias in Marketing: Causes, Mechanisms, and Procedural Remedies (2012)A Theory of Cognitive Dissonance (2017)The Chronicle of Higher Education (1977)Anxiety, learning, and memory: A reconceptualization (1979)Reliability and Factorial Validity of Computer Attitude Scales (1984)Teachers' computer anxiety: an international perspective (1998)Multivariate effects of gender, ownership, and the frequency of use on computer anxiety among high school students (2008)A framework for online learning: the Virtual-U (1999)Learning to Teach in Higher Education (2003)The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects (1999)A meta -analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators (2017)Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University (2021)Vygotsky's philosophy: Constructivism and its criticisms examined (2005)Optimising learning from animations by minimising cognitive load: cognitive and affective consequences of signalling and segmentation methods (2007)Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies (2015)
this work references cited by second hop

References

  • 1982The need for cognition.5,357 cited
  • 1996Educational Psychology: Windows on Classrooms753 cited
  • 2003Attributes of high‐quality intensive courses132 cited
  • 1991A Critique of Intensive Courses and an Agenda for Research.105 cited
  • 1995Critical Thinking Ability and Disposition as Factors of Performance on a Written Critical Thinking Test.77 cited
  • 1995Course Structure Effects on Students' Computer Anxiety, Confidence and Attitudes58 cited

Cited by

  • 2010Accelerated Learning: A Study of Faculty and Student Experiences68 cited
  • 2006Impact of Course Length on Student Learning66 cited
  • 2010The Impact Of Course Scheduling On Student Success In Intermediate Accounting23 cited
  • 2024Marketing students' perception of traditional and intensive delivery: an exploratory study8 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work