Using Mind Mapping to Identify Research Topics: A Lesson for Teaching Research Methods

Kernan, William D.; Basch, Corey H.; Cadorett, Valerie

doi:10.1177/2373379917719729

Cited by 17 publications

(15 citation statements)

References 13 publications

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“…Using this system, we hope to build an online and virtual learning community that would be helpful for researchers, learners, and CDA's development in the future (Kernan, Basch, & Cadorett, 2018).…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Cognitive Diagnostic Assessment and Modeling through Concept Mapping

Zhang¹,

Jang²,

Chahine³

2021

FCE

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Traditional assessments are typically constructed on logical taxonomies and content specifications but lack explicit cognitive models of the processes and problem-solving strategies that underlie student performance. Cognitive Diagnostic Assessment (CDA) fills this gap by combining cognitive science and psychometrics. CDA is in its infancy, but over 1,000 relevant studies have been conducted in this area during the last 20 years. Facing these complicated studies, many beginners struggle to understand the whole picture of CDA. This paper systematically reviews the literature on CDA and relevant cognitive diagnosis models (CDMs) with the application of a concept mapping technology. Concept mapping is graphical representation of concepts and their relationships. Its use in this study allows researchers and students to gain in-depth knowledge about CDA and CDM and identify areas of future research.

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Section: Discussionmentioning

confidence: 99%

A Systematic Review of Cognitive Diagnostic Assessment and Modeling through Concept Mapping

Zhang¹,

Jang²,

Chahine³

2021

FCE

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“…Precisely because of these challenges, recent course redesign and interventions in research skills tuition have emphasised constructivism, with educators introducing much more active and experiential teaching and learning methods. Examples include scaffolded real-life academic (Hammnet & Korb, 2017) and extra-academic (Kirton et al, 2013) research activities; exposure to and critique of real-world examples (Ryan et al, 2013); mind maps (Kernan, Basch, & Cadorett, 2017); and metacognitive strategies such as active reflection (Saemah et al, 2014;Kirton et al, 2013) and peer assessment (Burgess et al, 2013). Positive results were reported for learning outcomes, engagement, and practical application of knowledge and skills.…”

Section: Rationale For Game-based Learning Of Research Skillsmentioning

confidence: 99%

Game-based learning for postgraduates: an empirical study of an educational game to teach research skills

Abbott

2019

Higher Education Pedagogies

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Research skills are challenging to teach in a way that is meaningful to students and has ongoing impact in research practice. This paper investigates constructivist and experiential strategies for effective learning and deep understanding of postgraduate research skills and proposes a game-based learning (GBL) solution. A (non-digital) game called How to Fail Your Research Degree was designed and iteratively developed. Gameplay loop analysis identifies various learning and game mechanics and contextualises them in relation to GBL theory. Evaluation of gameplay (n = 127) demonstrates effective transmission of intended learning outcomes and positive game experience based on Keller's Attention-Relevance-Confidence-Satisfaction (ARCS) model. Discussion proposes that the game has high cognitive authenticity, relies heavily on tutor facilitation, can create tension between knowledge and confidence, and is applicable to multiple domains and learning situations. GBL is proposed to be an original and effective approach to teaching high-level, functional learning outcomes such as academic research skills.

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“…The Mind Mapping method is an excellent pedagogical tool used to help students achieve positive learning outcomes [ 17 ] that may be successfully implemented in the education process as it ensures a creative environment and is an effective tool for teachers, mentors, students and researchers [ 18 ]. The Mind Mapping method encourages students to obtain relevant information and develops critical thinking skills, which in turn, has positive effects on the provision of safe health care for patients [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview

et al. 2021

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Background Modern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding want the use and effects of implementing active learning methods (Peyton’s Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. We wish to learn about the perception of nurse educators regarding the use of active learning methods in the study process of Nursing in the future. Methods Qualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Content analysis of the discussion transcriptions was conducted. Results Fourteen nurse educators participated. Group interviews were conducted in September 2019. The obtained categories form four topics: (1) positive effect on the development of students’ communication skills (2) positive effect of learning methods on the development of students’ critical thinking skills (3) ensuring a safe learning environment (4) implementation of active learning methods. Conclusions The use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

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Using Mind Mapping to Identify Research Topics: A Lesson for Teaching Research Methods

Cited by 17 publications

References 13 publications

A Systematic Review of Cognitive Diagnostic Assessment and Modeling through Concept Mapping

A Systematic Review of Cognitive Diagnostic Assessment and Modeling through Concept Mapping

Game-based learning for postgraduates: an empirical study of an educational game to teach research skills

Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview

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