Journal of Mathematics and Science Teacher

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APA

Such, B. (2022). Blended, active, and persistent: An investigative study of blended learning affordances for active learning and student persistence in university-level introductory science courses. Journal of Mathematics and Science Teacher, 2(2), em010. https://doi.org/10.29333/mathsciteacher/12171

Vancouver

Such B. Blended, active, and persistent: An investigative study of blended learning affordances for active learning and student persistence in university-level introductory science courses. Journal of Mathematics and Science Teacher. 2022;2(2):em010. https://doi.org/10.29333/mathsciteacher/12171

AMA

Such B. Blended, active, and persistent: An investigative study of blended learning affordances for active learning and student persistence in university-level introductory science courses. Journal of Mathematics and Science Teacher. 2022;2(2), em010. https://doi.org/10.29333/mathsciteacher/12171

Chicago

Such, Brenda. "Blended, active, and persistent: An investigative study of blended learning affordances for active learning and student persistence in university-level introductory science courses". Journal of Mathematics and Science Teacher 2022 2 no. 2 (2022): em010. https://doi.org/10.29333/mathsciteacher/12171

Harvard

Such, B. (2022). Blended, active, and persistent: An investigative study of blended learning affordances for active learning and student persistence in university-level introductory science courses. Journal of Mathematics and Science Teacher, 2(2), em010. https://doi.org/10.29333/mathsciteacher/12171

MLA

Such, Brenda "Blended, active, and persistent: An investigative study of blended learning affordances for active learning and student persistence in university-level introductory science courses". Journal of Mathematics and Science Teacher, vol. 2, no. 2, 2022, em010. https://doi.org/10.29333/mathsciteacher/12171