The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom
Crossref DOI link: https://doi.org/10.1007/s10639-020-10104-8
Published Online: 2020-01-10
Published Print: 2020-09
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Arpaci, Ibrahim http://orcid.org/0000-0001-6513-4569
Basol, Gulsah
Text and Data Mining valid from 2020-01-10
Version of Record valid from 2020-01-10
Article History
Received: 25 November 2019
Accepted: 4 January 2020
First Online: 10 January 2020