النتائج (
العربية) 1:
[نسخ]نسخ!
There is an abundant amount of research on the positive impact of graphic organizers on learning (Nesbit * Adesope, 2006), but these studies mostly ask students to construct these non-linguistic representations (e.g. Karakuyu, 2011). When concept maps are applied in the design of e-learning materials, it can foster learning performance and computer self-efficacy (Shaw, 2010), but research on introducing graphic organizers in presentations is more limited. In addition, most papers use college students as participants in their experiments (e.g. Lambiotte * Dansereau, 1992), and not the low-knowledge but high-spatial learners mostly found in secondary education (Nesbit * Adesope, 2006). This last type of learners should benefit from the specific characteristics of graphic organizers.
يجري ترجمتها، يرجى الانتظار ..