Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-15T06:51:44.467Z Has data issue: false hasContentIssue false
  • English
  • Français

Small changes that increase student engagement

Published online by Cambridge University Press:  08 February 2021

Thomas A. Stetz
Thomas A. Stetz*
Affiliation:
Hawaii Pacific University
*
Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 4 , December 2020 , pp. 505 - 508
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Defelice, R. A. (2018). How long to develop one hour of training: Updated for 2017. Retrieved from https://www.td.org/insights/how-long-does-it-take-to-develop-one-hour-of-training-updated-for-2017 Google Scholar
Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309–333.CrossRefGoogle Scholar
Kath, L., Salter, N., Bachiochi, P., Brown, K., & Hebl, M. (2021). Teaching I-O psychology to undergraduate students: Do we practice what we preach? Industrial and Organizational Psychology: Perspectives on Science and Practice, 13(4), 443–460.Google Scholar
U.S. Department of Education. (2020). Program integrity questions and answers. Retrieved from https://www2.ed.gov/policy/highered/reg/hearulemaking/2009/credit.html#credit Google Scholar