Concept Mapping: Benefits and Challenges in Higher Education

Machado, Carlos; Carvalho, Ana Amélia Amorim

doi:10.1080/07377363.2020.1712579

Cited by 85 publications

(62 citation statements)

References 78 publications

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“…Machado and Carvalho [ 28 ] have recently reviewed the benefits and challenges of CM in higher education. Based on their findings, CM promotes critical thinking [ 29 ]; has a positive effect on exam scores [ 30 ]; allows the integration of theory with practice, and links new knowledge with existing knowledge [ 31 ]; promotes learning progress and assessment [ 32 ]; enhances collaborative learning [ 33 ]; increases technology inclusion [ 34 ]; enables meaningful learning [ 35 ]; and is considered an educational tool to facilitate learning and studying [ 36 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Health management students’ self-regulation and digital concept mapping in online learning environments

Alt¹,

Naamati-Schneider

2021

BMC Med Educ

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Background Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Method Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. Results The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Conclusions Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.

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Section: Literature Reviewmentioning

confidence: 99%

Health management students’ self-regulation and digital concept mapping in online learning environments

Alt¹,

Naamati-Schneider

2021

BMC Med Educ

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“…Few studies have focused on students' emotions when using concept maps. Machado and Carvalho (2020) found that students' frustration with concept maps can be reduced by teachers' counseling or peer discussions. However, there is still a lack of scales that can comprehensively measure various emotional states of students when using concept maps.…”

Section: The Present Studymentioning

confidence: 99%

“…Research also shows that concept maps have an impact on students' learning motivation and academic performance (Chiou, Tien and Tang, 2020). However, the concept map itself is an external tool for learners, and it may also bring the cognitive load to learners, thereby affecting students' emotions and willingness to use concept maps (Machado and Carvalho, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Development and Validation of a Concept Mapping Emotions Scale (Cm-Es) for University Students

2020

Proceedings of the 17th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2020)

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Concept mapping is a practical approach to meaningful learning, and emotion is one of the most important factors that affect students' learning. However, few studies have focused on learners' emotions of concept mapping. This research aims to develop and verify a CM-ES and to investigate university students' emotions of concept mapping with the aid of this scale. A total of 88 freshmen participated in the study by attending a two-week thinking skills course provided by the researchers. The CM-ES translated and modified from the Academic Emotion Scale of Govaerts and Grégoire ( 2008) was used to collect the students' emotions of concept mapping. A five-dimensional scale, including frustration, anxiety, shame, enjoyment, and hope, was obtained through exploratory factor analysis, and Cronbach's reliability coefficient indicates good reliability and validity of CM-ES. The result shows that the emotion of the students' concept mapping is relatively positive. The development of the CM-ES provides the researchers and educators with an effective tool to measure the emotion of concept mapping and helps researchers understand students' emotions when using concept maps.

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“…4 Studies at many levels of education have shown that generating concept maps helps students learn and retain concepts. 5,6 When meeting in-person, students can collaborate on a large sheet of paper. With remote learning, drawing or presentation software is needed.…”

mentioning

confidence: 99%

“…Concept mapping is a method of graphically organizing ideas, terms, and images into a network connected by descriptors 4 . Studies at many levels of education have shown that generating concept maps helps students learn and retain concepts 5,6 . When meeting in‐person, students can collaborate on a large sheet of paper.…”

mentioning

confidence: 99%