Sehoya Cotner

Active learning increases student performance in science, engineering, and mathematics

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

Emerging fungal threats to animal, plant and ecosystem health

Flipped classroom improves student learning in health professions education: a meta-analysis

Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era

Amphibian chytridiomycosis in Japan: distribution, haplotypes and possible route of entry into Japan

Gender differences in student performance in large lecture classrooms using personal response systems (‘clickers’) with narrative case studies

Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students

Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology

Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal

Replacing Lecture with Peer-led Workshops Improves Student Learning

Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Basic science process skills of biology laboratory practice: improving through discovery learning

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

Redesigning a Large-Enrollment Introductory Biology Course

HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning

Presence of Batrachochytrium dendrobatidis at the Headwaters of the Mississippi River, Itasca State Park, Minnesota, USA.

Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses?