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COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students
View ORCID ProfileK. Supriya, Chris Mead, Ariel D. Anbar, Joshua L. Caulkins, James P. Collins, Katelyn M. Cooper, Paul C. LePore, Tiffany Lewis, Amy Pate, Rachel A. Scott, Sara E. Brownell
doi: https://doi.org/10.1101/2021.03.29.437480
K. Supriya
1Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University
Chris Mead
2Center for Education through Exploration, School of Earth and Space Exploration, Arizona State University
Ariel D. Anbar
2Center for Education through Exploration, School of Earth and Space Exploration, Arizona State University
Joshua L. Caulkins
3School of Life Sciences, Arizona State University
James P. Collins
3School of Life Sciences, Arizona State University
Katelyn M. Cooper
1Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University
Paul C. LePore
4The College of Liberal Arts and Sciences and T. Denny Sanford School of Social and Family Dynamics, Arizona State University
Tiffany Lewis
3School of Life Sciences, Arizona State University
Amy Pate
3School of Life Sciences, Arizona State University
Rachel A. Scott
1Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University
Sara E. Brownell
1Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University

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Posted March 29, 2021.
COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students
K. Supriya, Chris Mead, Ariel D. Anbar, Joshua L. Caulkins, James P. Collins, Katelyn M. Cooper, Paul C. LePore, Tiffany Lewis, Amy Pate, Rachel A. Scott, Sara E. Brownell
bioRxiv 2021.03.29.437480; doi: https://doi.org/10.1101/2021.03.29.437480
COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students
K. Supriya, Chris Mead, Ariel D. Anbar, Joshua L. Caulkins, James P. Collins, Katelyn M. Cooper, Paul C. LePore, Tiffany Lewis, Amy Pate, Rachel A. Scott, Sara E. Brownell
bioRxiv 2021.03.29.437480; doi: https://doi.org/10.1101/2021.03.29.437480
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