Sajeni Mahalingam, Ali Moinuddin und Veronica G. Rodriguez Moncalvo (2024) „The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course“, Canadian Journal for the Scholarship of Teaching and Learning, 15(2), S. -23.
Chicago Manual of Style 17th edition (full note)Sajeni Mahalingam, Ali Moinuddin, und Veronica G. Rodriguez Moncalvo. „The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course“. Canadian Journal for the Scholarship of Teaching and Learning 15, Nr. 2 (1. Januar 2024): -23.
American Psychological Association 7th editionSajeni Mahalingam, Ali Moinuddin, & Veronica G. Rodriguez Moncalvo. (2024). The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course. Canadian Journal for the Scholarship of Teaching and Learning, 15(2), -23.
Modern Language Association 9th editionSajeni Mahalingam, Ali Moinuddin, und Veronica G. Rodriguez Moncalvo. „The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course“. Canadian Journal for the Scholarship of Teaching and Learning, Bd. 15, Nr. 2, Januar 2024, S. -23.
ISO-690 (author-date, Deutsch)SAJENI MAHALINGAM, ALI MOINUDDIN und VERONICA G. RODRIGUEZ MONCALVO, 2024. The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course. Canadian Journal for the Scholarship of Teaching and Learning. 1 Januar 2024. Bd. 15, Nr. 2, S. -23