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1
Variables Predicting Participation in Institutional Academic Support Services (IAS)
Variables Predicting Participation in Institutional Academic Support Services (IAS)
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Variables Predicting Participation in Institutional Academic Support Services (IAS)

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2021, Vol.19 (54), p.297 [Peer Reviewed Journal]

ISSN: 1696-2095 ;EISSN: 1696-2095

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2
Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning
Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning
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Applying Learning Analytics for the Early Prediction of Students' Academic Performance in Blended Learning

Educational Technology ＆ Society, 2018-04, Vol.21 (2), p.220-232 [Peer Reviewed Journal]

COPYRIGHT 2018 International Forum of Educational Technology & Society ;COPYRIGHT 2018 International Forum of Educational Technology & Society ;2018. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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3
Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment
Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment
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Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment

Educational technology & society, 2009-10, Vol.12 (4), p.282-293 [Peer Reviewed Journal]

Copyright 2009 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2009 International Forum of Educational Technology & Society ;2009. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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4
Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety
Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety
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Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety

CBE life sciences education, 2021-12, Vol.20 (4), p.ar69-ar69 [Peer Reviewed Journal]

2021 T. F. Mohammed, E. M. Nadile, C. A. Busch, CBE—Life Sciences Education © 2021 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2021 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.21-05-0132 ;PMID: 34806910

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5
Healthcare Solutions for Children Who Stutter Through the Structural Equation Modeling and Predictive Modeling by Utilizing Historical Data of Stuttering
Healthcare Solutions for Children Who Stutter Through the Structural Equation Modeling and Predictive Modeling by Utilizing Historical Data of Stuttering
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Healthcare Solutions for Children Who Stutter Through the Structural Equation Modeling and Predictive Modeling by Utilizing Historical Data of Stuttering

SAGE open, 2021-12, Vol.11 (4), p.215824402110581 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211058195

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6
Technostress in Secondary School Teachers: Resilient Profiles and Their Influence
Technostress in Secondary School Teachers: Resilient Profiles and Their Influence
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Technostress in Secondary School Teachers: Resilient Profiles and Their Influence

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2023, Vol.21 (59), p.81 [Peer Reviewed Journal]

ISSN: 1699-5880 ;EISSN: 1696-2095

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7
Applying the Stress Process Model to Stress-Burnout and Stress-Depression Relationships in Biomedical Doctoral Students: A Cross-Sectional Pilot Study
Applying the Stress Process Model to Stress-Burnout and Stress-Depression Relationships in Biomedical Doctoral Students: A Cross-Sectional Pilot Study
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Applying the Stress Process Model to Stress-Burnout and Stress-Depression Relationships in Biomedical Doctoral Students: A Cross-Sectional Pilot Study

CBE life sciences education, 2019-12, Vol.18 (4), p.ar51 [Peer Reviewed Journal]

2019 A. J. Hish CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2019 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.19-03-0060 ;PMID: 31622166

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8
Exploring the Effects of Omitted Variable Bias in Physics Education Research
Exploring the Effects of Omitted Variable Bias in Physics Education Research
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Exploring the Effects of Omitted Variable Bias in Physics Education Research

Physical review. Physics education research, 2021-03, Vol.17 (1), p.010119, Article 010119 [Peer Reviewed Journal]

2021. This work is licensed under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.17.010119

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9
Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence
Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence
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Learning Analytics and Educational Data Mining in Practice: A Systematic Literature Review of Empirical Evidence

Educational technology & society, 2014-10, Vol.17 (4), p.49-64 [Peer Reviewed Journal]

Copyright 2014 by International Forum of Educational Technology & Society (IFETS) ;COPYRIGHT 2014 International Forum of Educational Technology & Society ;COPYRIGHT 2014 International Forum of Educational Technology & Society ;2014. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1176-3647 ;ISSN: 1436-4522 ;EISSN: 1436-4522

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10
Using Machine Learning to Predict Physics Course Outcomes
Using Machine Learning to Predict Physics Course Outcomes
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Using Machine Learning to Predict Physics Course Outcomes

Physical review. Physics education research, 2019-08, Vol.15 (2), p.020120, Article 020120 [Peer Reviewed Journal]

2019. This work is licensed under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.15.020120

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11
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
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Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

CBE life sciences education, 2016-06, Vol.15 (1), p.ar20 [Peer Reviewed Journal]

2016 S. Rodenbusch et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2016 S. Rodenbusch © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2016 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.16-03-0117 ;PMID: 27252296

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12
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
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A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

CBE life sciences education, 2018-03, Vol.17 (1), p.ar9 [Peer Reviewed Journal]

2018 M. Estrada et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2018 M. Estrada CBE—Life Sciences Education © 2018 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2018 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.17-04-0066 ;PMID: 29351912

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13
Scaffolding of experimental design skills
Scaffolding of experimental design skills
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Scaffolding of experimental design skills

Chemistry Education Research and Practice, 2023-04, Vol.24 (2), p.599-623 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2023 ;ISSN: 1109-4028 ;EISSN: 1109-4028 ;DOI: 10.1039/d2rp00260d

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14
Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning
Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning
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Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

CBE life sciences education, 2015-03, Vol.14 (1), p.ar5-ar5 [Peer Reviewed Journal]

2015 J. L. Jensen et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2015 J. L. Jensen © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2015 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.14-08-0129 ;PMID: 25699543

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15
Key Factors in Learners' Satisfaction with the E-Learning System at the University of Dar es Salaam, Tanzania
Key Factors in Learners' Satisfaction with the E-Learning System at the University of Dar es Salaam, Tanzania
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Key Factors in Learners' Satisfaction with the E-Learning System at the University of Dar es Salaam, Tanzania

Australasian Journal of Educational Technology, 2018-01, Vol.34 (4), p.107 [Peer Reviewed Journal]

ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.2993

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16
Sexual Harassment Reported by Undergraduate Female Physicists
Sexual Harassment Reported by Undergraduate Female Physicists
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Sexual Harassment Reported by Undergraduate Female Physicists

Physical review. Physics education research, 2019-04, Vol.15 (1), Article 010121 [Peer Reviewed Journal]

2019. This work is licensed under https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2469-9896 ;EISSN: 2469-9896 ;DOI: 10.1103/PhysRevPhysEducRes.15.010121

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17
A Job Demand–Resource Model of Satisfaction With Work–Family Balance Among Academic Faculty: Mediating Roles of Psychological Capital, Work-to-Family Conflict, and Enrichment
A Job Demand–Resource Model of Satisfaction With Work–Family Balance Among Academic Faculty: Mediating Roles of Psychological Capital, Work-to-Family Conflict, and Enrichment
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A Job Demand–Resource Model of Satisfaction With Work–Family Balance Among Academic Faculty: Mediating Roles of Psychological Capital, Work-to-Family Conflict, and Enrichment

SAGE open, 2021-04, Vol.11 (2), p.215824402110061 [Peer Reviewed Journal]

The Author(s) 2021 ;The Author(s) 2021. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/21582440211006142

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18
Impact of basic arithmetic skills on success in first-semester general chemistry
Impact of basic arithmetic skills on success in first-semester general chemistry
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Impact of basic arithmetic skills on success in first-semester general chemistry

Chemistry Education Research and Practice, 2020-01, Vol.21 (1), p.51-61 [Peer Reviewed Journal]

Copyright Royal Society of Chemistry 2020 ;ISSN: 1109-4028 ;ISSN: 1756-1108 ;EISSN: 1109-4028 ;DOI: 10.1039/c9rp00077a

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19
Do Cooperative-Based Learning Groups Help Students Learn Microeconomics?
Do Cooperative-Based Learning Groups Help Students Learn Microeconomics?
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Do Cooperative-Based Learning Groups Help Students Learn Microeconomics?

SAGE open, 2020-07, Vol.10 (3), p.215824402093869 [Peer Reviewed Journal]

The Author(s) 2020 ;The Author(s) 2020. This work is licensed under the Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/2158244020938699

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20
Investigating synchronous and asynchronous class attendance as predictors of academic success in online education
Investigating synchronous and asynchronous class attendance as predictors of academic success in online education
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Investigating synchronous and asynchronous class attendance as predictors of academic success in online education

Australasian Journal of Educational Technology, 2020-01, Vol.36 (3), p.15-25 [Peer Reviewed Journal]

2020. This work is published under https://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1449-5554 ;ISSN: 1449-3098 ;EISSN: 1449-5554 ;DOI: 10.14742/ajet.5137

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