These implications provided instructional designers guidance to apply collaborative mind mapping into a flipped classroom and suggested that designers should focus on improving students’ motivation by integrating other strategies. In addition, flipped classroom students had a more positive attitude toward accepting and using collaborative mind mapping than those in the individual mind mapping condition. ![]() Results revealed that the combination of a collaborative mind mapping strategy and a flipped classroom significantly improved students’ learning achievement and self-efficacy. Both method groups used collaborative and individual mind mapping. Ninety-two sophomores enrolled in this course were randomly assigned to either flipped classroom or conventional lecturing. A 2 × 2 mixed-factorial experiment design was used, with the mind mapping strategies as the within-subjects factors and the instructional methods as the between-subjects factors. conventional) on students’ learning outcomes. individual) combined with instructional methods (flipped classroom vs. Specifically, this study compared the effects of two mind mapping strategies (collaborative vs. A pilot experiment was conducted to examine the effect of such a strategy on students’ learning achievement, self-efficacy, motivation, and acceptance of mind mapping in a news photography course. This study involved a collaborative mind mapping strategy to engage learners in group activities in the flipped classroom setting. Besides, it has been observed that the students acquired various skills with regards to the use of such tools.Īppropriate collaborative learning support is necessary for group learning in a flipped classroom setting, especially in the out-of-class learning phase. The results suggested that the use of software-aided maps in learning and teaching processes has a considerably positive effect on students’ academic achievement. Theories of Learning and Teaching Course Achievement Test, Reflective Diaries, Student Self-Assessment Forms and Semi-Structured Interview Schedules were utilized as data collection tools. In the second stage, participants were instructed about the theoretical dimension of teaching and learning processes and of the software-aided mind and argument mapping. The experimental part of the research has been realized in two stages: In the first stage, the students were given the opportunity to learn about and practice preparing software-aided mind and argument mapping applications on computers and tablets for two weeks. The experimental process lasted for 12 weeks. Participants consisted of post-graduate students (six students) who were taking the course titled “Theories of Learning and Teaching”. ![]() The research followed a mixed-method design integrating quantitative and qualitative research methods. By carrying out software-aided mind/argument mapping applications in the “Theories of Learning and Teaching” course offered to post-graduate students completing a master's degree in education, the present research aimed to examine the effects of the applications on academic achievement, as well as explore students' opinions on these applications. your knowledge and associated web, local and real world resources in a way that enables quick navigation, concise representation and inferencing. Top Software Keywords Show more Show less map of neighborhoods of los angeles states flash map interactive maps location locator navigation.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |