Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps-Reference-Cited by-同舟云学术

Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps

Published:2019-06-30 Issue:5 Volume:50 Page:2308-2328
ISSN:0007-1013
Container-title:British Journal of Educational Technology
language:en
Short-container-title:Br J Educ Technol

Author:

Cui Jingjing,Yu Shengquan

Funder

Philosophy and Social Sciences Research of the Chinese Ministry of Education

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12841

Reference45 articles.

1. Taxonomy for learning, teaching, and assessing;Anderson L. W.;European Legacy,2001

2. Knowledge maps: A systematic literature review and directions for future research

3. Concept maps for learning in a flipped classroom. IEEE Fifth International Conference on Technology for Education;Bijlani K.;IEEE Computer Society,2013

4. Group awareness in CSCL environments

Cited by 32 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. A Survey of Knowledge Graph Approaches and Applications in Education;Electronics;2024-06-28

2. Adopting Knowledge graph in STEM pre-service teacher education: a mix-method study based on learning behaviors and technology acceptance;Proceedings of the 2024 9th International Conference on Distance Education and Learning;2024-06-14

3. A comparative review of technology-assisted and non-technology concept mapping-based language learning;International Journal of Educational Research Open;2024-06

4. Virtual Reality as a Tool for Training Communication Skills in Higher Education Students;Revista de Gestão Social e Ambiental;2024-05-23

5. Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps;Proceedings of the ACM on Human-Computer Interaction;2024-04-17