The Effect of In-Class Formality during a Peer-Teaching Activity on Student’s Satisfaction, Perceived Participation and Learning Gain

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ISSN Print: 2151-4755
ISSN Online: 2151-4771
www.scirp.org/journal/ce
E-mail: ce@scirp.org

"The Effect of In-Class Formality during a Peer-Teaching Activity on Student’s Satisfaction, Perceived Participation and Learning Gain"
written by Jan G. M. Kooloos, Tim Klaassen, Sascha van Kuppeveld, Sanneke Bolhuis, Marc Vorstenbosch,
published by Creative Education, Vol.7 No.13, 2016

has been cited by the following article(s):

[1]	Perceptions of first‐year medical students towards learning anatomy using cadaveric specimens through peer teaching
	Anatomical sciences education, 2018

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[1]	Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching Anatomical Sciences Education, 2017 DOI:10.1002/ase.1751