2013 Conference Archive (Archived)
Does Concurrent Review Lead to Better Results?
Session Format
Presentation Session (20 minutes)
Copyright
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Location
Room 2908
Abstract for the conference program
Teaching college algebra on a specified timeline can leave under-prepared students confused as new material is presented. At the same time, faculty can feel frustrated by time constraints that do not allow for reviewing material necessary for student success. We attempt to address both these challenges by using concurrent online review.
Proposal Track
Research Project
Start Date
3-8-2013 11:55 AM
End Date
3-8-2013 12:15 PM
Recommended Citation
Wolf, Allison, "Does Concurrent Review Lead to Better Results?" (2013). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 46.
https://digitalcommons.georgiasouthern.edu/stem/2013/2013/46
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Does Concurrent Review Lead to Better Results?
Room 2908
Teaching college algebra on a specified timeline can leave under-prepared students confused as new material is presented. At the same time, faculty can feel frustrated by time constraints that do not allow for reviewing material necessary for student success. We attempt to address both these challenges by using concurrent online review.
