A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance

• Published in: Educational technology research and development Vol. 68; no. 6; pp. 3527 - 3545
• Main Authors: Zheng, Xudong, Johnson, Tristan E., Zhou, Chunhong
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.12.2020; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Between-subjects design; Collaboration; College Students; Concept Mapping; Cooperative Learning; Designers; Development Article; Education; Educational evaluation; Educational Technology; Factorial experiments; Flipped Classroom; Group Activities; Group Instruction; Group work in education; Learner Engagement; Learning and Instruction; Learning strategies; Pilot Projects; Self Efficacy; Self Esteem; Student Motivation; Students; Teaching methods; Team learning approach in education; Collaborative mind mapping; Higher education; Flipped classroom; Collaborative learning

Appropriate collaborative learning support is necessary for group learning in a flipped classroom setting, especially in the out-of-class learning phase. This study involved a collaborative mind mapping strategy to engage learners in group activities in the flipped classroom setting. A pilot experim...