Sajeni 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.

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. Vol. 15, no. 2, p. -23.

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, Bd. 15, Nr. 2, Januar 2024, S. -23.

Sajeni Mahalingam/Ali Moinuddin/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 2024, -23.

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, Vol. 15 No. 2, S. -23.