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...
| Published in: | Journal of Computer Assisted Learning Vol. 38; no. 2; pp. 350 - 366 |
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| Main Authors: | , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Apr2022
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| Online Access: | View this record in EBSCOhost |