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How can large undergraduate classes be made more interactive? How can students be engaged to think deeply and to gain conceptual understanding of course content? This paper describes a Peer Instruction and Model-based Reasoning approach to address these questions. We describe an instructional design and present empirical data to show how two learning technologies: an online teaching and research tool (www.lon-capa) and a self-response system (clickers) were used in an introductory undergraduate biology course (N=448). Implication for how to adopt this type of technology for teaching and research purposes are also provided.
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