The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
http://link.springer.com/content/pdf/10.1007/s10639-020-10104-8.pdf
Reference57 articles.
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3. Al Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133–1148.
4. Al-Emran, M., & Teo, T. (2019). Do knowledge acquisition and knowledge sharing really affect e-learning adoption? An empirical study. Education and Information Technologies, 1-16. https://doi.org/10.1007/s10639-019-10062-w.
5. Andrade, M. S. (2014). Dialogue and structure: Enabling learner self-regulation in technology-enhanced learning environments. European Educational Research Journal, 13(5), 563–574.
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