Expert examples and prompted reflection in learning with self‐generated concept maps.
Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoretically, students could benefit from additional support, but...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 2; pp. 350 - 366 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2022
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| Acceso en línea: | Ver este registro en EBSCOhost |