A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance-Reference-Cited by-同舟云学术

A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance

Published:2020-11-10 Issue:6 Volume:68 Page:3527-3545
ISSN:1042-1629
Container-title:Educational Technology Research and Development
language:en
Short-container-title:Education Tech Research Dev

Author:

Zheng Xudong,Johnson Tristan E.,Zhou Chunhong

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

http://link.springer.com/content/pdf/10.1007/s11423-020-09868-0.pdf

Reference92 articles.

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2. Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science & Mathematics, 108(7), 298–312.

3. Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236.

4. Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice Hall.

5. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122e147. doi:https://doi.org/10.1037/0003-066X.37.2.122.

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