The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective.
Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online self‐directed learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 6; pp. 775 - 787 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2018
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| Acceso en línea: | Ver este registro en EBSCOhost |