Collaborative Concept Mapping Research Articles

Tertiary Level EFL College Students’ Opinion toward Computer-based Concept Mapping in English Writing

This study investigated tertiary level EFL university students’ attitudes toward computer based concept mappings in a six-week writing program. Based on the pretest and posttest design, twenty freshmen constructed their computer-based concept maps collaboratively. The 24-item instrument was revised from Lee's questionnaire (2010), in which the participants’ attitudes, the perceived usefulness of computer-based concept mapping were investigated, and their opinions toward collaborative concept mapping were collected on a five-point scale. Results showed that students did not have any significant attitude change toward concept mapping. However, higher rating of their perceptions toward the usefulness of computer-based concept mapping, and toward collaborative construction of concept mapping was found.

Collaborative Concept Maps: A Voice for All Science Learners

Collaborative Concept Maps: A Voice for All Science Learners

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

Need for Action Plan for Pharmacy Practice in Pakistan: A Preliminary Study

The Action Plan for Pharmacy Practice is a long-term collaborative initiative for managing the changes required in pharmacy practice to meet the health care needs of Pakistani population. The main aim of this paper is to propose a pharmacy practice model for optimizing patient care. Hamdard Institute of Pharmaceutical Sciences, Hamdard University took a new initiative for collaborative concept mapping that mapping that embodies effective capacity building processes by enabling exploration, articulation and negotiation of shared motives and opportunities to formulate strategy and action plan for effective pharmacy practice in Pakistan. The authors commenced this journey by first conceptualizing different pharmacy practice models as a working paper in developed and developing world as it appears in the literature and then moved to capacity building process as there is chronic shortage of pharmacy practice experts in Pakistan. A focus group discussion was held on the theme “Need for Action Plan for Pharmacy Practice in Pakistan” as the first step towards translating this action plan into practice. Approximately fifteen stakeholders all pharmacists from Drug Regulatory Authority, Academia, Hospitals and Community pharmacies participated in the discussion. Patient centric model which aptly defined the aims and means of the action plan for successful implementation of pharmacy practice was proposed to be implemented in Pakistan. The proposed plan highlighted a clear motive and purpose by all stakeholders to understand their role and commit to shared goals, such as inclusion of status of pharmacist as provider care, implementation of integrated hospital and community practice models, capacity building, training and research.

Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and on Collaboration

This paper analyzes the use of collaborative concept maps in multimedia learning tasks. Specifically, the effect of a cognitive aid (providing students a list of main concepts to generate a concept map) on the performance of collaborative concept mapping and on the level of collaboration in this task is discussed. The study was carried out with 57 university students, grouped into 19 triads, assigned to one of two conditions: with and without the support of a list of key concepts. It was found that the first condition promoted higher quality concept maps; however, the cognitive aid did not have significant effect on the levels of collaboration perceived by the team members. In the discussion and conclusions, the implications of these results for the design and implementation of collaborative interventions based on the use of technological tools and concept mapping are pointed out.

Collaborative Concept Mapping: Connecting with Research Team Capacities

Concept mapping has generally been used as a means to increase the depth and breadth of understanding within a particular knowledge domain or discipline. In this paper we trace the deployment of collaborative concept mapping by a research team in higher education and analyse its effectiveness using the crime metaphor ofmotive, means,andopportunity. This case study exemplifies two iterations of the research team’s collaborative concept map and shows how the process of the construction of such maps enabled the opportunity for team dialogue and coconstruction that was focused, hands-on, and visual. The concept mapping process provided the team with a meaning-making mechanism through which to share understandings and explore the team’s potential capacities.

Effects of collaborative and individual modes of concept maps on plant science: a comparative analysis

This study investigated the effectiveness of innovative spider/hierarchical collaborative concept map approach over spider/hierarchical individual concept map science learning among the elementary school students. Sixty-four seventh-grade students from an Indian elementary school participated in the study. It was an immediate and delayed test experimental design. To identify the effectiveness and differences between spider and hierarchical map approach, concerning collaborative and individual modes of learning; one-way ANOVA and Tukey-Kramer multiple comparisons test were used. The result suggested that both collaborative spider and hierarchical concept map were significantly better than individual learning in science concept and collaborative spider map activity was significantly better than hierarchical map.

Collaborative and multilingual approach to learn database topics using concept maps.

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives.

Collaborative concept mapping activities in a classroom scenario

The aim of this study is to test collaborative concept mapping activities using computers in a classroom scenario and to evaluate the possibilities that Elkar-CM offers for collaboratively learning non-technical topics. Elkar-CM is a multi-lingual and multi-media software program designed for drawing concept maps (CMs) collaboratively. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them helps students integrate new knowledge into their current cognitive structure. This study was carried out with Social Education degree students at the University of the Basque Country (UPV/EHU). The experiment included two learning activities. First, all students collaboratively constructed in the classroom a CM on the subject of Moral Development. Second, students were organised into groups to complete the CM generated in the first part.

Exploring the Process of Planning and Implementation Phases in an Online Project-Based Discussion Activity Integrating a Collaborative Concept-Mapping Tool

Project-based learning may enhance students’ cognitive skills and knowledge construction. Online discussion stimulates the social interactions of project-based learning, and appropriate cognitive tools (such as concept maps) facilitate the coordination, planning, and implementation of projects. Currently, related studies on project-based learning environments that integrate concept-mapping and discussion tools are sporadic. This study explored the behavioral patterns of learners’ concept-mapping processes and the cognitive processing patterns of online discussion content conducted in a project-based learning environment equipped with both concept-mapping and online discussion tools. This study also compared the differences in behavioral patterns in the two main project-based learning phases: planning and implementation. This study employed content and sequential analyses to conduct empirical analyses with 48 college students as participants over a two-month period of teaching activities. The results showed that the behavioral patterns of learners exhibited more diversified operations and discussion during the planning phase. In addition, the use of concept mapping allowed participants to focus on the discussion task. This study proposes teaching practices and research recommendations based on the results.

Collaborative Concept Mapping as a Pre-Writing Strategy for L2 Learning: A Korean Application

 Abstract—This study aimed at examining the use of concept mapping technique in a course module for Korean language learning with U.S. college students, who were prompted to engage in collaborative writing planning. The study assumed that concept mapping enhances students' communicative interaction to promote their L2 writing. One hundred and twenty-three participants were recruited from three different proficiency level classes (beginning, intermediate, and advanced classes). Data were collected during three writing sessions: pretest of writing, individual planning, and collaborative planning. The MANCOVA results on the five components of composition score showed that the effect of collaborative concept mapping on L2 writing significantly differed across the three class levels. The study suggested practical implications for the use of collaborative mapping tasks in L2 writing contexts.

How to Structure Small Groups for Better Performance in Medical Biochemistry

Kolb's learning styles inventory was chosen to determine the best team settings for better small group performance in the Medical Biochemistry course.Students were randomly grouped in the first half of the course, and then regrouped based on their learning style in the second half.The majority of students belonged to the converging learning style followed by the assimilating style. The accommodating and diverging styles were rare.We compared grade changes in collaborative work; concept maps (CM) and group quizzes, as well as assignments not related to collaborative work; individual quizzes (IQ). Approximately, 41% of the students had better grades in all grade categories. Although similar number of students achieved better grades in CM and IQ, only 54% of the total number of students showed improvement in both, indicating no strong correlation between the two grades. In fact, most students (79%) improved their grades of the IQ.In teams formed by students of similar learning styles, the collaborative CM scores increased considerably; whereas their IQ scores did not seem to be affected significantly. The IQ scores of students belonging to diverse groups seemed to increase in the second part of the course. This finding might be due to the increased effort and/or familiarity with the assessment methods.

Design-grounded assessment: A framework and a case study of Web 2.0 practices in higher education

<span>This paper synthesises three theoretical perspectives, including sociocultural theory, distributed cognition, and situated cognition, into a framework to guide the design and assessment of Web 2.0 practices in higher education. In addition, this paper presents a case study of Web 2.0 practices. Thirty-seven online graduate students participated in a small-group collaborative concept mapping activity using Web 2.0 applications (e.g. </span><em>Webspiration</em><span>) to construct sophisticated understanding of instructional design processes. The analysis of this case focuses on different assessment strategies adopted to ensure students' successful participation in such technology-rich collaborative context. This case study concludes that a shared goal needs to be in place to establish a purpose of collaboration. The collaborative nature of learning afforded by Web 2.0 applications needs to be acknowledged through the award of grades. That is, both the processes and products of collaborative knowledge construction need to be assessed and formally graded at individual and group levels. This paper also suggests several potential assessment strategies that may enhance smoother Web 2.0 practices, and discusses some possible challenges associated with those strategies.</span>

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping

AbstractThis paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty‐four 12‐year‐old students from two 6th grade classes (32 from each class) participated in the study. Guided by the methodology of quasi‐experimental research, group scribbles 1.0 was adopted in which students carried out collaborative concept mapping activities for social studies in two different settings: (1) 1:1 (one‐device‐per‐student) – students working in pairs with one Tablet PC assigned to each of them; and (2) 1:m (one‐device‐to‐many‐students) – multiple students sharing a Tablet PC. Both settings were evaluated and the interactional patterns of the student groups' concept mapping were identified. The results indicated that in both 1:1 and 1:m settings, students had improved their learning results and retention. Nevertheless, while 1:1 groups had demonstrated more consistency in group participation, improved communication and interaction, the 1:m groups had instead generated superior artefacts as all the notes were well discussed among the group members. The findings suggest that a higher quality of collaborative processes does not necessarily lead to improved student artefacts.

A 1:1 learning technology to support collaborative concept mapping: a case study of social studies lesson in elementary school

This paper reports a study to investigate the effects of collaborative concept mapping of a 1:1 (one-device-per-student) digital learning environment, comparing with a 1:m (one-device-to-many-students) environment in terms of three aspects: students' overall learning gains, knowledge retention and quality of the concept maps. Participants were sixth-grade students from an elementary school. Guided by the methodology of quasi-experimental research, we adopted Group Scribbles (GS) 1.0 in our empirical study. We evaluated these two settings in the social studies course, assessing the quality of the collaboratively constructed concept maps and students' learning attitudes. The results indicated that although little difference in the concept map scores between students engaged in the two settings was found, the standard deviations of the 1:1 groups had been greater than those of the 1:m groups. According to our analysis, the reason of the greater differences in the performances among individual 1:1 group members would be that the levels of group bonding had a greater influence on the effectiveness of their collaborations.

Cognitive ability and the instructional efficacy of collaborative concept mapping

Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability.

The Impact on Incorporating Collaborative Concept Mapping with Coteaching Techniques in Elementary Science Classes

The purpose of this research was to evaluate a collaborative concept-mapping technique that was integrated into coteaching in fourth-grade science classes in order to examine students' performance and attitudes toward the experimental teaching method. There are two fourth-grade science teachers and four classes with a total of 114 students involved in the study. This study used a mixed method design, incorporating both quantitative and qualitative techniques. The findings showed that the two teaching methods obtained significant difference with respect to students' test scores. Using collaborative concept mapping to learn science could increase the opportunity of discussion between peers, thus fostering better organization and understanding the content. In addition, coteaching could enable teachers to share their expertise with one another. It could facilitate the implementation of collaborative concept mapping and the construction of student's concept mapping. Team teachers' attitude could affect the students' learning performance. However, some of the students had negative views on drawing concept maps because they found it was troublesome to write down many words, difficult to draw and arrange proposition, and time-consuming. Coteachers' instant feedback and students' journal writing could guide and examine the students' concept maps to facilitate their cognitive learning.

Using Concept Map Prewriting Strategies in Korean Writing Classes

ABSTRACT This study investigated the effect of pre-writing strategies on Korean language learners' writing performance in a college-level Korean language program context. The study expected that individual and collaborative concept mapping activities, used as a pre-writing strategy, could reduce cognitive demands on second/foreign language writers. One hundred and twenty-three undergraduates from Korean language classes in a state university were represented in both the treatment and comparison groups. Data were collected during three writing sessions: (1) pre-test of writing, (2) individual planning, and (3) collaborative planning. The treatment groups were encouraged to develop concept maps to plan their compositions in the second and third writing sessions. To analyze the findings, the study used a repeated measure, analysis of covariance on composition scores, and analysis of variance of survey responses to analyze research findings. The results showed that the treatment groups that used concept maps scored significantly higher than did the comparison groups on a composition profile at both sessions. But the student compositions were not improved by collaborative concept mapping. The survey showed that most participants were satisfied with collaborative concept mapping activities for writing. The study provided evidence that using concept mapping as a pre-writing strategy in a foreign language learning context is beneficial. Further research should consider the practical limitations challenging the use of collaborative mapping tasks in Korean writing classes.

Using Concept Map Prewriting Strategies in Korean Writing Classes

ABSTRACT This study investigated the effect of pre-writing strategies on Korean language learners' writing performance in a college-level Korean language program context. The study expected that individual and collaborative concept mapping activities, used as a pre-writing strategy, could reduce cognitive demands on second/foreign language writers. One hundred and twenty-three undergraduates from Korean language classes in a state university were represented in both the treatment and comparison groups. Data were collected during three writing sessions: (1) pre-test of writing, (2) individual planning, and (3) collaborative planning. The treatment groups were encouraged to develop concept maps to plan their compositions in the second and third writing sessions. To analyze the findings, the study used a repeated measure, analysis of covariance on composition scores, and analysis of variance of survey responses to analyze research findings. The results showed that the treatment groups that used concept maps scored significantly higher than did the comparison groups on a composition profile at both sessions. But the student compositions were not improved by collaborative concept mapping. The survey showed that most participants were satisfied with collaborative concept mapping activities for writing. The study provided evidence that using concept mapping as a pre-writing strategy in a foreign language learning context is beneficial. Further research should consider the practical limitations challenging the use of collaborative mapping tasks in Korean writing classes.

The importance of scientific literacy in fostering education for sustainability: Theoretical considerations and preliminary findings from a Brazilian experience

Scientific literacy can be considered as a new demand of post-industrial society. It seems necessary in order to foster education for sustainability throughout students' academic careers. Universities striving to teach sustainability are being challenged to integrate a holistic perspective into a traditional undergraduate curriculum, which aims at specialization. This new integrative, inter- and transdisciplinary epistemological approach is necessary to cultivate autonomous citizenship, i.e., that each citizen be prepared to understand and participate in discussions about the complex contemporary issues posed by post-industrial society. This paper presents an epistemological framework to show the role of scientific literacy in fostering education for sustainability. We present a set of 26 collaborative concept maps (CCmaps) in order to illustrate an instance of theory becoming practice. During a required course for first-year undergraduate students (ACH 0011, Natural Sciences), climate change was presented and discussed in broad perspective by using CCmaps. We present students' CCmaps to show how they use concepts from quantitative and literacy disciplines to deal with the challenges posed by the need of achieving a sustainable development.