Aligning deep learning with classroom time use: A view of disciplinary variations among faculty

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ASHE19 DeepLearning Poster.pdf (2.03 MB)
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2019-11

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Association for the Study of Higher Education

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https://hdl.handle.net/2022/24670

Abstract

This exploratory study seeks to reimagine research into disciplinary differences in teaching approaches through multilevel methods that allow the examination of over 100 specific disciplines. Findings suggest that focusing on broad categories of disciplines could mask underlying variations in how faculty approach teaching.

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Hiller, S., BrckaLorenz, A., & Nelson Laird, T. (November 2019). Aligning deep learning with classroom time use: A view of disciplinary variations among faculty. Poster presented at the 2019 Association for the Study of Higher Education conference, Portland, OR.

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https://creativecommons.org/licenses/by/4.0/

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