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Learning rates and known-to-unknown flash-card ratios: comparing effectiveness while holding instructional time constant.
Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3 min each): a traditional drill intervention with 15 unknown words and anExpand
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Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale
Comparative effectiveness studies may not identify the intervention which causes the most rapid learning.Measuring the time students spend in each intervention (i.e., cumulative instructional seconds) allows practitioners to identify the most effective one. Expand
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Individual and Group Credit for Class Participation
This research study focused on the use of cooperative groups to facilitate class-wide participation, especially for initially low participants. Undergraduates from three sections of a relativelyExpand
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