Shifts in learning assistants' self-determination due to COVID-19 disruptions in Calculus II course delivery
Abstract Background The Learning Assistant (LA) model with its subsequent support and training has evidenced significant gains for undergraduate STEM learning and persistence, especially in high-stakes courses like Calculus. Yet, when a swift and unexpected transition occurs from face-to-face to onl...
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| Main Authors: | , , , , , , , |
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| Format: | Book |
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SpringerOpen,
2021-10-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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Internet
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| Call Number: |
A1234.567 |
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| Copy 1 | Available |