Cognitive regulations in ICT‐supported flipped classroom interactions: An activity theory perspective
Author:
Funder
Department of Education of Zhejiang Province
Publisher
Wiley
Subject
Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12763
Reference72 articles.
1. Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration
2. Rules, roles and tools: Activity theory and the comparative study of e-learning
3. Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation
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