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

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dc.contributor.authorHiller, Stephen
dc.contributor.authorBrckaLorenz, Allison
dc.contributor.authorNelson Laird, Tom
dc.date.accessioned2019-11-12T19:37:41Z
dc.date.available2019-11-12T19:37:41Z
dc.date.issued2019-11
dc.description.abstractThis 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.en
dc.identifier.citationHiller, 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.en
dc.identifier.urihttps://hdl.handle.net/2022/24670
dc.language.isoenen
dc.publisherAssociation for the Study of Higher Educationen
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.titleAligning deep learning with classroom time use: A view of disciplinary variations among facultyen
dc.typePresentationen

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