Jason P. Jones

发表

AN INSTRUCTOR-FRIENDLY GUIDE TO CREATING AND ASSESSING VIDEOS FOR GEOSCIENCE COURSES

David A. McConnell, John Bedward, Jason P. Jones, 2018 .

CLASS: A NEW TOOL FOR CHARACTERIZING STUDENT AWARENESS OF THEIR LEARNING IN GEOSCIENCE COURSES

David A. McConnell, Jason P. Jones, 2016 .

OBSERVATIONS OF GEOLOGIC BUILDING MATERIALS AT THE INTRODUCTORY LEVEL: PREDICTING AND SCAFFOLDING STUDENT SUCCESS IN DEVELOPING EXPERT-LIKE GEOCOGNITION

Jason P. Jones, 2014 .

BETTER LEARNING THROUGH FEEDBACK: IMPROVING STUDENT PERFORMANCE AND JUDGMENT ACCURACY IN AN INTRODUCTORY GEOSCIENCE COURSE

David A. McConnell, Jason P. Jones, 2017 .

Instructional Utility and Learning Efficacy of Common Active Learning Strategies

Jason P. Jones, D. McConnell, K. Ryker, 2017 .

Effects of classroom “flipping” on content mastery and student confidence in an introductory physical geology course

Jason P. Jones, D. McConnell, Jennifer Wiggen, 2019, Journal of Geoscience Education.

Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course

Jason P. Jones, M. Thomson, Dan Spencer, 2018 .

An Analysis of the Effectiveness of Supplemental Instruction: The Problem of Selection Bias and Limited Dependent Variables

Jason P. Jones, T. Bowles, 2003 .

Investigating best practices in utilizing a web-based assessment tool in an introductory geology course: “CLASS,” course setting and course structure

Jason P. Jones, D. McConnell, 2022, Journal of Geoscience Education.

Self-regulated learning: Overview and potential future directions in geoscience

Jason P. Jones, D. McConnell, L. Lukes, 2020 .

The Effect of Supplemental Instruction on Retention: A Bivariate Probit Model

Tyler J. Bowles, Jason P. Jones, Jason Jones, 2004 .