The effect of the flipped learning approach designed with community of inquiry model to the development of students’ critical thinking strategies and social, teaching and cognitive presences-Reference-Cited by-同舟云学术

The effect of the flipped learning approach designed with community of inquiry model to the development of students’ critical thinking strategies and social, teaching and cognitive presences

Published:2023-04-27 Issue:11 Volume:28 Page:15267-15299
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Ay Kerem^ORCID,Dağhan Gökhan

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-023-11809-2.pdf

Reference86 articles.

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2. Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021.

3. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3–22. https://doi.org/10.24059/olj.v12i3-4.1680.

4. Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. https://doi.org/10.1111/j.1467-8535.2009.01029.x.

5. Alpar, R. (2017). Uygulamalı çok değişkenli istatistiksel yöntemler. Detay Yayıncılık.

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