Collaborative Concept Mapping: Provoking and Supporting Meaningful Discourse

Boxtel, Carla van; Linden, Jos van der; Roelofs, Erik; Erkens, Gijsbert

doi:10.1207/s15430421tip4101_7

Cited by 114 publications

(85 citation statements)

References 17 publications

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“…Collaborative concept maps increase interaction between students and allow sharing of meaning of concepts. While drawing of concept maps, students activate their previous knowledge and build knowledge structure though information exchanges [10], [20]- [23].…”

Section: Concept Mappingmentioning

confidence: 99%

Computer Assisted Collaborative Concept Mapping in Engineering Education

Gaitonde¹,

Tembe²,

Kamble³

2017

IJIET

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Abstract-The present study evaluates a collaborative concept-mapping technique in the third year mechanical engineering undergraduates in order to examine students' performance and attitudes towards an experimental teaching method in the topic of introduction to the internal combustion engines (IICE). This study used a quasi experimental design, incorporating both quantitative and qualitative techniques. There were 90 students involved in the study divided into two groups. The experimental group was assigned collaborative concept maps and the control group was assigned individual concept maps. The findings indicated that the two teaching methods resulted in a significant difference with respect to students' test scores. Collaborative concept maps promoted higher quality of maps and enhanced active learning. Collaborative concept mapping to learn the topic of IICE could increase the possibility of discussion between students, thus enhancing better organization and understanding of the subject. Students were positive towards the collaborative concept maps.

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Section: Concept Mappingmentioning

confidence: 99%

Computer Assisted Collaborative Concept Mapping in Engineering Education

Gaitonde¹,

Tembe²,

Kamble³

2017

IJIET

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“…The collaborative construction of the concept map leads to the students to identify the concepts presented on the text, share the meanings that they confer to these concepts and explain the existent relations between such ideas. In the second place, following van Boxtel et al (2002), the collaborative concept mapping would cause adequate conditions for materialize actions of knowledge negotiation, in which the students, not only are forced to reflect on it and create their own knowledge, but they also need to consider, integrate and elaborate knowledge from their teammates.…”

Section: Concept Mapping As Support For the Multimedia Collaborative mentioning

confidence: 99%

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

Acuña

Aymes

2016

JCT

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This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007;2012), consists in the instruction, prior to the learning task, from a series of communication rules extracted from literature about effective collaboration. The study was carried out with 60 college students, grouped in 20 triads. Each triad was assigned to one of two conditions: with social regulatory support or without support. The students did a face-to-face collaborative task of reading comprehension, using the strategy of collaborative construction of concept maps from the information presented in the multimedia material. The performance was valued according to the quality of the concept maps, and the level of collaboration perceived by each member of the teams was tested. We found that the condition with social regulatory support promoted higher quality concept maps; however, the social regulatory support had significant effect on the levels of collaboration perceived by the team members. In the conclusions are pointed the reach of these results for the design and implementation of collaborative interventions, based on the use of multimedia materials.

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“…van Boxtel et al (2002) have pointed out that the use of collaborative concept maps would induce students to engage in two kinds of actions that are central to understanding and learning: a) elaborative actions, and b) negotiation of meanings actions. First, the collaborative concept mapping offers diverse opportunities to generate interactions that promote the development of knowledge.…”

Section: Learning With Collaborative Concept Mapsmentioning

confidence: 99%

“…The collaborative construction of the concept map induces students to identify the concepts presented in the text, exchange the meanings they attach to these concepts and explicit the relationships between these ideas. Secondly, following van Boxtel et al (2002), collaborative concept mapping would raise the right conditions to negotiate knowledge actions where students are not only forced to reflect and develop their own knowledgebut also need to consider, integrate and develop their teammates'. It is not strange, then, that the collaborative use of concept maps in assorted learning settings has been generalized increasingly, specially for learning diverse scientific concepts from different kinds of texts (Haugwitz, Nesbit, & Sandmann, 2010;Kinchin, De-Leij, & Hay, 2005;Kwon & Cifuentes, 2009;van Boxtel et al, 2000).…”

Section: Learning With Collaborative Concept Mapsmentioning

confidence: 99%

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

Acuña

Aymes²,

Medrano³

2014

IJHE

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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.

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Collaborative Concept Mapping: Provoking and Supporting Meaningful Discourse

Cited by 114 publications

References 17 publications

Computer Assisted Collaborative Concept Mapping in Engineering Education

Computer Assisted Collaborative Concept Mapping in Engineering Education

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

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

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