Collaborative Concept Mapping Research Articles

Applying structured computer-assisted collaborative concept mapping to flipped classroom for hospitality accounting

This research investigates the effect of structured computer-assisted collaborative concept mapping (SCACCM) on student learning performance and motivation when it is used as an in-class auxiliary tool for flipped classroom teaching (FCT). This study adopts a quasi-experimental design. The teaching experiment is 3 h per week for 6 weeks, 114 students from a private university's hospitality management department in Taiwan. The experiment results show FCT strategy is helpful for enhancing students' learning motivation and academic achievements; using SCACCM as an auxiliary strategy for FCT is more effective in enhancing student learning motivation and achievements compared to a traditional exercise and discussion strategy.

Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction

Computer-supported collaborative concept mapping (CSCCM) leverages technology and concept mapping to support conceptual understanding, as well as collaborative learning to foster knowledge co-construction. This article investigated the effect of different instructional designs using CSCCM on students' conceptual understanding, and on the type of processes of knowledge co-construction that students engage. Participants (N = 120) were 10th graders enrolled in their physics course, randomly distributed in dyads. They were asked to draw concept maps related to the conservation of energy law, by using CSCCM with different instructional designs (i.e., control, Exp. 1 and Exp. 2). In the control condition, dyads worked collaboratively all the time. In both Exp. 1 and Exp. 2, dyads worked first individually (one week) and then collaboratively (two weeks). However, in Exp. 2, the individual concept map was shared with the peer before collaborating. Conceptual understanding improved significantly for learners in all three experimental conditions, especially in Exp. 2. Statistically significant differences were found in students' knowledge co-construction among the three conditions. Dyads in the control group showed a significantly higher use of quick consensus-building. Dyads in Exp. 1 showed a significantly higher reliance on externalization and elicitation. Dyads in Exp. 2 showed a significantly higher enacting of integration- and conflict-oriented consensus building. Accordingly, an instructional design like Exp. 2 optimizes CSCCM learning outcomes in terms of conceptual understanding and knowledge co-construction.

Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy.

Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10-14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.

Pre-Service Teachers’ Self-Efficacy of Interdisciplinary Team Teaching through the Use of Collaborative Concept Map

The ability to work with people from different disciplinary is a skill for workplace and it is an important skill for teachers too. This study helps gain a better understanding of how engaging in interdisciplinary design teams impacts student teachers’ self-efficacy through the use of collaborative concept maps. A statistically significant positive change was reported in pre-service teachers’ pre and post study self-efficacy in interdisciplinary design teams. Qualitative data shows that using collaborative concept map in interdisciplinary design teams strengthened pre-service’ teachers understanding of interdisciplinary team teaching and broadened their pedagogical awareness for future teaching. The findings enhance our understanding of how teacher education programs could use interdisciplinary project teams to prepare future teachers.

Effect of Collaborative Concept Mapping Instructional Strategy on Secondary Students’ Achievement in Difficult Biology Concepts

This study investigated the Effects of Collaborative Concept Mapping Instructional Strategy (CCMIS) on the Achievement of Senior Secondary Two (SS2) Students in Perceived Difficult Biology Concepts. The aim of the study was to identify the biology concepts students perceived as difficult and to determine the effects of CCMIS on the mean achievement scores of students in the perceived difficult biology concepts. The study was guided by four research questions and three hypotheses. The study adopted a non-randomized Pretest- Posttest Quasi-experimental design. The sample was 276 SS2 biology students selected from six schools from the three education zones in Taraba State using a multi-stage sampling technique. Intact classes were assigned to the experimental and control groups. Data were generated using Perceived Difficult Biology Concepts Inventory (PDBCI) with a Cronbach’s alpha coefficient of 0.76 and Biology Achievement Test (BAT) with KR20 of 0.87. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 alpha level of significance. The findings revealed that students exposed to CCMIS attained significantly higher mean achievement scores in BAT than those exposed to Conventional Teaching Strategy (F=60.73, p=0.00). In addition, male and female students taught using CCMIS did not differ significantly in achievement (F=0.35, p=0.56). Based on these findings, the study recommended among others that biology teachers should use CCMIS to teach students in perceived difficult biology concepts.

1C4-23 子どもたちの協同による知識構築を促進するためのネットワーク版ソフトウェア : 小学校「水溶液の性質」での授業実践事例

1C4-23 子どもたちの協同による知識構築を促進するためのネットワーク版ソフトウェア : 小学校「水溶液の性質」での授業実践事例

Comparing Individual and Group-Negotiated Knowledge Structures in an Introductory Biology Course for Majors

One of the key agendas for the emerging field of disciplinary-based education research is the evaluation of the trajectory of disciplinary knowledge development from novice to expert. However, with the ongoing promotion of student-centered and collaborative undergraduate science classrooms, it is unknown how peer discourse during these exercises might influence (promote or hinder) student construction of expert knowledge. This study documented the knowledge structures of n = 13 undergraduate biology students in a first semester biology course for majors across four instructional units. Participants constructed both individual and group-negotiated concept maps and map complexity, propositional stream similarity, and propositional accuracy were used as measures of quality of knowledge structure. Results indicated that on individually-constructed maps, in general, students had moderate quality knowledge structures when compared to experts. Individual map complexity seemed to increase over time, but stream similarity and propositional accuracy were more dependent on content unit. Group-constructed maps were consistently more accurate than individually-constructed maps. Results are discussed in the context of the use of collaborative concept mapping as a means to develop disciplinary expertise in biology.

Deeper learning in collaborative concept mapping: A mixed methods study of conflict resolution

This paper extends the investigation of deeper learning beyond learning as an individual endeavor by looking at the collaborative achievement of teams. Healthcare students were engaged in collaborative concept mapping to solve an authentic, contextually situated problem in triads. Both quantitative and qualitative investigations have been conducted to study specifically the impact of learners' conflict resolution on their deeper learning as measured by knowledge convergence (KC). Knowledge convergence refers the similarity between team members' post-collaboration knowledge representations derived through interaction. To compute learners' KC, team members' post-collaboration individual maps were compared through Pathfinder analysis. Contrary to prior research findings, increased conflict negotiation behaviors by an individual resulted in fewer similarities between his or her second map and other members' maps. Theme analysis revealed both effective interaction strategies and challenges that impacted triad team members' attainment of KC. Findings from this study can inform development of effective instructional support to cultivate the occurrence of deeper learning within the contexts of collaborative concept mapping and healthcare education.

Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

Improving Senior Secondary Students’ Retention in Electrolysis Using Collaborative Concept Mapping Instructional Strategy (CCMIS)

A systematic review of concept mapping-based formative assessment processes in primary and secondary science education

In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students’ understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator and are compatible with timely feedback. Finally, elaboration should be part of the feedback, activating students as the owners of their own learning.

The use of web-based collaborative concept mapping to support group learning and interaction in an online environment

Concept mapping has been employed as a promising tool to facilitate group learning and interaction mainly in the classroom. Computer- and web-based applications provide plenty of opportunities to extend concept mapping mediated group learning to online environments. Nevertheless, the effects of concept mapping on group learning and interaction may vary with the nature of group tasks and other factors. This study investigated the effects of web-based collaborative concept mapping on group interaction in two task situations: concept-oriented task and design-oriented task. Web-based collaborative concept mapping was used to mediate small group learning among college students in an online environment. The findings revealed that there were differences in the effects of collaborative concept mapping on group interaction between the two task situations; collaborative concept mapping functioned more effectively in facilitating group interaction in the concept-oriented task situation than in the design-oriented task situation in several ways.

Effective Reading Comprehension in EFL Contexts: Individual and Collaborative Concept Mapping Strategies

The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM) and Collaborative Concept Mapping (CCM) strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and Control groups in this study. After taking Key English Test (KET), the ICM and CCM groups received EFL reading materials presented and practiced with ICM and CCM strategies, respectively, while the Control group received only conventional instructions to reading comprehension. After conducting the treatment, all participants took a Concept Mapping post-test constructed by the researchers. The hypothetical assumptions in this study were in favor of ICM and CCM strategies to improve the Iranian EFL learners’ reading comprehension. Statistics supported the outperformance of the ICM and CCM groups comparing to Control group who received convention PPP teaching techniques on Concept Mapping post-test. However, the superiority of neither strategies was statistically proved so that no meaningful difference between the reading comprehension of the ICM and CCM groups were detected. Therefore, the researchers failed to determine which strategy caused a better or higher impact. Some pedagogical implications and recommended topics for further research were provided to the motivated researchers.

Computer Assisted Collaborative Concept Mapping in Engineering Education

Computer Assisted Collaborative Concept Mapping in Engineering Education

Structuring time and task in online collaboration activities: Α case study for teaching ER modeling using LAMS and Synergo

The majority of existing Learning Management Systems (LMS) support collaborative learning through unstructured, general purpose collaboration workspaces that provide educators with semantically poor low-level data about learners’ interactions. Educators in turn, labour to process and interpret this kind of data, and consequently, are not able to intervene effectively in the collaboration process. To overcome this limitation, we used Learning Activity Management System (LAMS), an activity-based LMS, integrating in it some activities to be implemented with Synergo, a collaborative concept mapping specific tool with a structured interface. A case study of using this compound learning environment is presented in this paper. This case study is used to investigate what will be the benefit for educators and learners from such an approach. In this context we designed a particular collaboration script to also test the hypothesis that scripts support the acquisition of cognitive skills. A pre-test for validity and reliability of the script has been performed in order to understand and experiment with the technical’s aspects of the integration of the two e-learning collaborative systems and to investigate the students’ opinions.

Preservice Teachers Collaborative Learning of Gases and Kinetic Molecular Theory (KMT) Using CmapTools©: A Variation Theory Analysis

Ponte Academic JournalDec 2016, Volume 72, Issue 12 Preservice Teachers Collaborative Learning of Gases and Kinetic Molecular Theory (KMT) Using CmapTools©: A Variation Theory AnalysisAuthor(s): Nadaraj Govender ,Mary-Anne Good, Doras SibandaJ. Ponte - Dec 2016 - Volume 72 - Issue 12 doi: 10.21506/j.ponte.2016.12.56 Abstract:Preservice teachers (PST) in Physical Sciences experience difficulties in learning gases and Kinetic Molecular Theory (KMT). They are also required to teach this topic at high school. Identifying their scientific conceptions and alternative conceptions will assist educators to seek ways of supporting future teachers to remediate their conceptions. Variation theory is explored as ways to seek the different ways in which PST come to collaborate and experience gases and KMT. Twenty-seven PST in nine groups drew their collaborative concept maps of gases and KMT using CmapTools©, an online software. Analysis of these concept maps via Variation theory concepts of awareness, discernment, simultaneity and patterns of variation showed that PST do have a superficial understanding of gases and KMT, often based on factual learning and algorithmic knowledge of formulae. The research findings imply that textbook writers and curriculum designers need to take cognizance of how gases and KMT are presented and sequenced in their materials and lessons. Also educators can further explore how variation theory, concept mapping and collaborative work can enhance their teaching strategies to improve their students’ learning. Download full text:Check if you have access through your login credentials or your institution Username Password

From learners’ concept maps of their similar or complementary prior knowledge to collaborative concept map: Dual eye-tracking and concept map analyses

The present paper describes the MUPEMURE (Multiple Perspectives on Multiple Representations; Bodemer, Author, Kapur, Rummel, & Weinberger, 2011) model as a conceptual framework for collaborative learning with multiple external representations. Within this framework, a study was conducted to examine how learners working in dyads translated between self-generated concept maps of their own and partner's prior knowledge to create a collaborative concept map. Before individual and collaborative concept mapping (CCM) sessions, prior information on the learning topic was distributed between dyad members in such a way that they had either similar (“same/shared prior knowledge” or SK condition) or different but complementary knowledge (“different/unshared prior knowledge” or DK condition). The dual eye-tracking method was used in this study, and eye movement data was examined in two time periods, the first and second half of the CCM session. Eye movement analysis was complemented with the analysis of concept map measures, such as achievement, individual-to-group transfer and group creativity. In the first half of the CCM session, eye movement behavior across the three maps was interpreted as reflecting initial externalization and divergent processes through which learners mutually compare their knowledge and engage in a process of modeling each other. The second half of the CCM session was identified as a convergent phase characterized by a decrease in eye movement transitions between maps, and a convergence of attention on the collaborative map. The results also showed that in the first half of the collaboration, learners of the DK condition transitioned more between their own and partner maps, and therefore had more difficulty coordinating their respective prior knowledge compared to learners of the SK condition. Participants with different/unshared prior knowledge also focused their attention mainly in their own map and explored less their partner map in the first half of the collaboration. This suggests that they worked in a less collaborative way compared to those with same/shared prior knowledge during the divergent phase.

Network-structured discussions for collaborative concept mapping and peer learning

Online discussion is an essential tool for the collaborative construction of knowledge in learning communities. LMSs (Learning Management Systems) include such collaborative tools to enable knowledge sharing. Common topology and design constructs of online collaboration are often expressed as forum threads; however, forums or bulletin boards are not primarily designed for social constructivist learning, in which knowledge develops collaboratively in a methodical process that links new items to existing ones. In this paper, we present a preliminary concept and hypothesize that social constructivist learning can be implemented through a semantic network topology of a discussion platform. To that end, we developed Ligilo, a peer-learning, online platform, in which each content item is conveyed as a node in a semantic network constructed of posts. Analysis of this platform consists of three parts. First, we review the theoretical background of networked-structured discussions in learning. Then, we describe the architecture of Ligilo, focusing on two aspects: (1) the learning experience as a process of contributing new information items by relating to existing items and (2) a deep, behavioral analytics framework as a teacher's guide. Both these aspects are based on semantic network topology. We conclude the paper by describing some early cases of peer learning involving networked-structured discussions.

Collaborative Concept Mapping and Critical Thinking in Fourth-Year Medical Students.

To test the hypothesis that small group concept mapping of 4 core neonatal topics as part of a fourth-year allopathic medical student elective would improve critical thinking (CT) as measured by the California Critical Thinking Skills Test (CCTST). To describe any correlations between scores on the CCTST and the step 1 and step 2 Clinical Knowledge parts of the United States Medical Licensing Exam. Twenty-seven students participated in this pilot study during a 1-month elective. A pretest CCTST, California Critical Thinking Disposition Inventory (CCTDI), and multiple choice knowledge test (MCKT) were completed immediately before the elective began. Four weekly group sessions were held with assigned reading on each of the 4 neonatal topics. Concept mapping was performed in small groups of 4 to 6 students with a group concept map collected at the end of the exercise. A posttest CCTST and MCKT was completed after the 4 group sessions. Pre-CCTST overall score was 83.9 ± 6, and post-CCTST overall score was 85.6 ± 6.9 (P = .57). Pearson correlation of USMLE step 1 and pre-CCTST showed r(25) = .276, P = .164. Pearson correlation of USMLE step 2 CK and pre-CCTST revealed r(25) = .214, P = .482. The precourse MCKT average was 35%, and the postcourse average 50% (P ≤ .001). A recent meta-analysis confirms this is the first report of a comparison between the increasingly common CCTST and the USMLE. We confirmed that concept mapping is a valid mechanism to teach content knowledge. Although the difference in the CCTST scores was not significant, this study could serve as an important start toward development of a curriculum devoted to teaching content and improving CT. The small number of students may have prevented us from defining a significant impact.

Exploring the effects of employing Google Docs in collaborative concept mapping on achievement, concept representation, and attitudes

This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history.

Collaboration Learning as a Tool Supporting Value Co-creation. Evaluating Students Learning through Concept Maps

Considering the advantages offered to learning procedure by concept mapping, it is of great use to combine them with those of collaborative learning. Collaborative concept mapping, as a pedagogical activity, has become a topic of interest for many researchers in the field of education. In order to enhance learning as a process by building knowledge structures of increasing complexity, developing collaborative concept maps could be a good strategy. Instructors through the use of concept mapping can see the level at which a concept is understood. Concept maps provide the opportunity, both for students and instructors, to see the current knowledge at the beginning of a course and then the knowledge created after some progression. They can promote and assess conceptual change in a higher education setting and therefore become an innovative tool in the evaluation of students’ learning. The present study was implemented during the “Principles of Marketing” course of the Technological Educational Institute of Central Macedonia, Greece. At the beginning of the semester, students were divided into groups of 5, they were given marketing as the central word and they were asked to create their concept maps. At the end of the semester, the concept map activity was repeated. The pre and post concept maps were analyzed using documented concept mapping scoring, revealing major differences. The use of concept maps motivated students to create their own marketing reality and then share it with their classmates. The attachments to every concept and their connections, created in class, were of great value