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Lectures

Admission testing for higher education: A multi-cohort study on the validity of high-fidelity curriculum-sampling tests

A. Susan M. Niessen, Rob R. Meijer, Jorge N. Tendeiro

Quantitative and qualitative evaluation of a learning model based on workstation activities

Judit Sánchez, Cristina Andreu-Vázquez, [ ... ], Beatriz Gal

How do online learners study? The psychometrics of students’ clicking patterns in online courses

Mohini Tellakat, Ryan L. Boyd, James W. Pennebaker

Call on me! Undergraduates’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes

Erika M. Nadile, Emilie Alfonso, [ ... ], Katelyn M. Cooper

Lack of knowledge and availability of diagnostic equipment could hinder the diagnosis of sarcopenia and its management

Esmee M. Reijnierse, Marian A. E. de van der Schueren, [ ... ], Andrea B. Maier

Antenatal small-class education versus auditorium-based lectures to promote positive transitioning to parenthood – A randomised trial

Vibeke Koushede, Carina Sjöberg Brixval, [ ... ], Pernille Due

A preliminary evaluation of the training effects of a didactic and simulation-based psychological first aid program in students and school counselors in South Korea

Jong-Sun Lee, Sungeun You, [ ... ], Hye Sook Shin

Individualized pattern recognition for detecting mind wandering from EEG during live lectures

Kiret Dhindsa, Anita Acai, [ ... ], Ranil R. Sonnadara

Medical education in times of COVID-19: German students’ expectations – A cross-sectional study

Teresa Loda, Tobias Löffler, [ ... ], Anne Herrmann-Werner

A d factor? Understanding trait distractibility and its relationships with ADHD symptomatology and hyperfocus

Han Zhang, Akira Miyake, [ ... ], John Jonides

Rapid serial blinks: An index of temporally increased cognitive load

Ryota Nomura, Shunichi Maruno

A Familiar(ity) Problem: Assessing the Impact of Prerequisites and Content Familiarity on Student Learning

Justin F. Shaffer, Jennifer V. Dang, [ ... ], Brian K. Sato

Can active learning techniques simultaneously develop students’ hard and soft skills? Evidence from an international relations class

Andrea Betti, Pablo Biderbost, Aurora García Domonte

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