SAJENI MAHALINGAM, ALI MOINUDDIN und VERONICA G. RODRIGUEZ MONCALVO, 2024. The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course. Canadian Journal for the Scholarship of Teaching and Learning. 1 Januar 2024. Vol. 15, no. 2, p. -23.
Elsevier - Harvard (with titles)Sajeni Mahalingam, Ali Moinuddin, Veronica G. Rodriguez Moncalvo, 2024. The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course. Canadian Journal for the Scholarship of Teaching and Learning 15, -23.
American Psychological Association 7th editionSajeni Mahalingam, Ali Moinuddin, & Veronica G. Rodriguez Moncalvo. (2024). The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course. Canadian Journal for the Scholarship of Teaching and Learning, 15(2), -23.
Springer - Basic (author-date)Sajeni Mahalingam, Ali Moinuddin, Veronica G. Rodriguez Moncalvo (2024) The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course. Canadian Journal for the Scholarship of Teaching and Learning 15:-23
Juristische Zitierweise (Stüber) (Deutsch)Sajeni Mahalingam/ Ali Moinuddin/ Veronica G. Rodriguez Moncalvo, The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course, Canadian Journal for the Scholarship of Teaching and Learning 2024, -23.