An innovative concept map approach for improving students' learning performance with an instant feedback mechanism

Abstract

Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a concept map. It usually takes days or weeks for teachers to manually evaluate the concept maps developed by students; consequently, the students cannot receive timely feedback from the teachers, which not only affects their learning schedules, but also significantly influences the students' learning achievements. In this paper, a computerbased concept map-oriented learning strategy with real-time assessment and feedback is proposed in order to cope with the problems mentioned above. Our approach provides immediate evaluation of concept maps and gives also real-time feedback to the students. An experiment has been conducted to evaluate the effectiveness of this new strategy in comparison with the conventional computer-based concept map approach. It is found that our innovative approach can be significantly beneficial to promote learning achievements as well as the learning attitudes of students. . 2. Are the learning attitudes of the students who learn with the new approach more positive than those who learn with the traditional concept map approach? 218

An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices

“…However, to the best of our knowledge, despite the recommendations, none of these previous studies have involved students in developing their own peer-assessment criteria; instead, they merely asked the students to assess their peers' work based on the criteria provided by the teachers (Segrist & Schoonaert, 2006;Yu & Wu, 2013). Another problem encountered in most peer-assessment activities is that teachers are usually unable to provide instant comments or feedback owing to the lack of effective tools or strategies (Denton, Madden, Roberts, & Rowe, 2008;Wu, Hwang, Milrad, Ke, & Huang, 2012). Students are M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 5 likely to feel frustrated and lose interest during the learning process if their learning difficulties cannot be resolved immediately (Chu, Hwang, & Tsai, 2010;Hwang, Wu, & Ke, 2011).…”

Effects of concept map approach on students' attitude and motivation towards documenting computing capstone projects

“…Section B of the questionnaire was developed to elicit information on the students' attitudes towards the proposed learning approach. The students were given 15 statements, which were adapted from the works of Rabie (2007), Mohamed and Omar (2008), Karakuyu (2010), and Wu et al (2012). The questions represented two attitude constructs: attitude towards learning and usefulness.…”

Mācīšanās lietpratībai

“…Jēdzienu karšu formatīvajā vērtēšanā var izmantot kā paņēmienu, kurā e-vidē izstrādāto jēdzienu karti salīdzina ar iepriekš sagatavotu references karti (Berlanga, Rosmalen, Boshuizen, & Sloep, 2012;Wu, Hwang, Milrad, Ke, & Huang, 2011). Pēc salīdzināšanas automātiski tiek norādītas trūkstošās saites un sniegti komentāri.…”

“…Po-hans Vu (Po-han Wu) un līdzautori (Wu et al, 2011) izveidojuši digitālās formatīvās vērtēšanas sistēmu, kurā jēdzienu kartes tiek vērtētas un atgriezeniskā saite tiek sniegta izstrādātāja kartē norāžu vai saišu veidā. Savukārt Marija Kordaki (Maria Kordaki) (Kordaki, 2015) izveidojusi jēdzienu karšu viedo analizēšanas rīku, kas ļauj diagnosticēt un palīdz novērst kartē iekļautos skolēnu nepareizos priekšstatus.…”