Name
Abstract | ||
|---|---|---|
This 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. © 2012 Wiley Periodicals, Inc. |
Year | DOI | Venue |
|---|---|---|
2012 | 10.1111/j.1365-2729.2011.00421.x | J. Comp. Assisted Learning |
Keywords | Field | DocType |
collaborative process,m cscl environment,overall learning gain,concept mapping,sixty-four 12-year-old student,group member,collaborative concept mapping activity,tablet pc,collaborative concept mapping,digital learning environment,concept map,electronic learning,cooperative learning,social studies,comparative analysis,collaborative learning | Digital learning,Concept map,Collaborative learning,Social studies,Computer science,Knowledge management,Meaningful learning,Mathematics education,Pedagogy,Academic achievement,Cooperative learning,Perception | Journal |
Volume | Issue | ISSN |
28 | 2 | 0266-4909 |
Citations | PageRank | References |
7 | 0.49 | 23 |
Authors | ||
3 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| C.-P. Lin | 1 | 7 | 0.49 |
| L.-H. Wong | 2 | 18 | 1.38 |
| Y.-J. Shao | 3 | 7 | 0.49 |