Main Article Content
Mind Maps' and Flashcards' techniques are widely used in various sectors for different purposes. The use of Mind Maps focuses on the elaboration of physical models representing the neural connections between certain subjects, as well as for projects organization, for educational purposes or as a way of presenting content. Flashcards, on the other hand, propose a learning methodology based on key points of the approached content, commonly used for Foreign Language teaching and learning. Thus, this Systematic Literature Review proposes a theoretical and exploratory research on the application of Mind Maps and Flashcards in Virtual Learning Environments (VLE). Through the analyzed bibliography, approaches which connect Foreign Language teaching and learning with Flashcards were found and the studies proved this association to be feasible. However, neither VLE based on Mind Maps or Flashcards were found, nor theoretical evidence describing the implementation of both methodologies together.
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Belloni, M. L. (2015). Educação A Distância. Autores Associados, 7 edition.
Browder, D. M. and Roberts, M. L. (1993). Guidelines for flash card instruction. Journal of Behavioral Education, 3(3):235–245.
Buzan, T. and Buzan, B. (1993). The Mind Map Handbook. London BBC Books.
De Oliveira Fassbinder, A. G., Fassbinder, M., and Barbosa, E. F. (2015). From flipped classroom theory to the personalized design of learning experiences in MOOCs. In Proceedings - Frontiers in Education Conference, FIE, volume 2014.
DiFrancesca, D., Nietfeld, J. L., and Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences.
Eslahcar Komachali in TEFL, M. M. and Khodareza in TEFL, M. (2012). The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students; Vocabulary Knowledge. International Education Studies, 5(3).
Ferreira, A. D. A., Werneck, V., and Santos, N. (2016). Avaliação da Aprendizagem em Ambientes Educacionais: Uma Revisão Sistemática. Anais do XXVII Simpósio Brasileiro de Informática na Educação (SBIE 2016), 1(Cbie):179.
Gladys, W. and David, H. (2015). Embracing the Future: Empowering the 21st Century Educator. Procedia - Social and Behavioral Sciences.
Godtsfriedt, J., Andrade, A., and Vasconcellos, D. I. C. (2014). Treinamento mental no tênis: revisão sistemática da literatura. Revista Brasileira de Ciências do Esporte, 36(2):577–586.
Heitink, M., Voogt, J., Verplanken, L., Van Braak, J., and Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers and Education.
Kampff, A. J. C., Ferreira, V. H., Reategui, E., De, J. V., and Lima (2014). Identificação de Perfis de Evasão e Mau Desempenho para Geração de Alertas num Contexto de Educação a Distância. Revista Latinoamericana de Tecnología Educativa, 13(2):1–16.
Krause, S., Maass, S., Chan, C., Waters, C., Carberry, A., and Koretsky, M (2014). Web-enabled formative feedback and learning resources for enhancing student attitude, achievement, and persistence. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pages 1–8. IEEE.
Litto, F. M., Longo, C. R. J., Loyolla, W. P. D. d. C., Staa, B. V., Ribeiro, A. T., Marthos, B. R., Pio, A., Vasconcelos, A. P., Aguiar, M., and Silva, O. d. (2017). Censo EAD Brasil 2016 Relatório Analítico de Aprendizagem a Distância no Brasil. Editora Inter-saberes, São Paulo, Brasil, 1 edition.
Maciel, C. (2012). Educação a Distância: Ambientes Virtuais de Aprendizagem. Virtuais de Aprendizagem, EdUFMT, v. 1, pages 259.
Maurício, W. P. D. and Schlemmer, E. (2014). Educação a distância : As causas da evasão, os não lugares e suas manifestações. In XI Congresso Brasileiro de Ensino Superior a Distância.
Minaei, N. (2014). Do modes of transportation and GPS affect cognitive maps of Londoners? Transportation Research Part A: Policy and Practice. Elsevier, v. 70. pages 162—180.
Nair, S. S. K. and Farei, K. A. (2017). A brain friendly tool to facilitate research-teaching nexus: Mind maps. In 2017 8th International Conference on Information and Communication Systems (ICICS), pages 82–85. IEEE.
Ouadoud, M., Nejjari, A., Chkouri, M. Y., and El Kadiri, K. E. (2018). Educational modeling of a learning management system. Proceedings of 2017 International Conference on Electrical and Information Technologies, ICEIT 2017, 2018-January:1–6.
Pereira, A. T. C., Schmitt, V., and Dias, M. R. A. C. (2007). Ambientes virtuais de aprendizagem. In: Alice Theresinha Cybis Pereira. (Org.). Ambientes Virtuais de Aprendizagem em Diferentes Contextos. Rio de Janeiro: Ciência Moderna, 2007, v. , p. 2-22
Popova, O., Popov, B., and Karandey, V. (2015). Intelligence Amplification in Distance Learning through the Binary Tree of Question-answer System. Procedia - Social and Behavioral Sciences, 214:75–85.
Rhama, M. A. (2016). Improving Grade Eight Students’ Vocabulary Mastery Using Flashcards At Mtsn Godean In The Academic Year Of 2016/2017. PhD thesis, Yogyakarta.
Rf, S. and Mancini Mc, E. (2007). Revisão Sistemática. Revista Brasileira de fisioterapia, pages 83–89.
Saatz Inga, , and Kienle, A. (2013). Increasing Quality in large scale University Courses. Eleed, 9(1).
Shakouri, N. and Mehrgan, K. (2012). The Impact of Using Flash Cards on Promoting University Students’ Knowledge of Vocabulary. Advances in English Linguistics (AEL), 1(2):47–55.
Silva, D. R. D., Martins, S. D. L., and MacIel, C. (2017). Identification and systematization of indicatives and data mining techniques for detecting evasion in distance education. In 12th Latin American Conference on Learning Objects and Technologies, LACLO 2017.
Sousa, M. R. d. and Ribeiro, A. L. P. (2009). Revisão sistemática e meta-análise de estudos de diagnóstico e prognóstico: um tutorial. Arquivos Brasileiros de Cardiologia, 92(3):241–251.
Tinto, V. (1975). Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Review of Educational Research.
Wazir, H. B., Othman, A., and Yusof, Y. M. (2018). Vocabulary Flashcard in Learning English as Second Language for non-native Learners. In SMMTC Postgraduate Symposium 2018, page 280.
Zarzo, E. (2015). The Art of Memory in the Digital Age. Procedia - Social and Behavioral Sciences, 178:222–226.