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Supporting Interdisciplinary Collaborative Concept Mapping with Individual Preparation Phase
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Tan, Esther; de Weerd, Jacob Gerolf; Stoyanov, Slavi – Educational Technology Research and Development, 2021
Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on…
Descriptors: Concept Mapping, Interdisciplinary Approach, College Students, Cooperative Learning
The Influence of Resource Interdependence during Problem Solving in Groups: Tracking Changes in Knowledge Structure
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Kim, Kyung; Clariana, Roy B. – Educational Technology Research and Development, 2023
This experimental investigation seeks to confirm and extend previous investigations that resource interdependence vs. independence during problem-solving relatively extends the problem representation phase before convergence on a solution. In this current investigation, ninth-grade Korean native language participants (n = 240) worked online to…
Descriptors: Cooperative Learning, Problem Solving, Group Activities, Secondary School Students
Promoting Young Students' Knowledge Co-Construction: A Concept Mapping-Based Online Cooperative Problem-Posing Approach
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Gwo-Jen Hwang; Chun-Chun Chang; Chin-Ya Juan – Educational Technology Research and Development, 2025
Problem-posing has been regarded as a potential method to engage students in deeper thinking; however, without sufficient supports, most students could encounter difficulties in posing quality problems. In this study, a concept mapping-based online cooperative problem-posing (CM-OCPP) approach is proposed to guide students to complete…
Descriptors: Learning Processes, Learning Strategies, Concept Mapping, Electronic Learning
A Pilot Study Examining the Impact of Collaborative Mind Mapping Strategy in a Flipped Classroom: Learning Achievement, Self-Efficacy, Motivation, and Students' Acceptance
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Zheng, Xudong; Johnson, Tristan E.; Zhou, Chunhong – Educational Technology Research and Development, 2020
Appropriate collaborative learning support is necessary for group learning in a flipped classroom setting, especially in the out-of-class learning phase. This study involved a collaborative mind mapping strategy to engage learners in group activities in the flipped classroom setting. A pilot experiment was conducted to examine the effect of such a…
Descriptors: Pilot Projects, Cooperative Learning, Concept Mapping, Flipped Classroom
Argue Like a Scientist with Technology: The Effect of Within-Gender versus Cross-Gender Team Argumentation on Science Knowledge and Argumentation Skills among Middle-Level Students
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Hsu, Pi-Sui; Van Dyke, Margot; Smith, Thomas J.; Looi, Chee-Kit – Educational Technology Research and Development, 2018
The purpose of this mixed-methods study was to explore the effect of within-gender and cross-gender team argumentation on seventh graders' science knowledge and argumentation skills in a computer-assisted learning environment in the United States. A total of 58 students were engaged in the collaborative within-gender team argumentation process…
Descriptors: Persuasive Discourse, Science Process Skills, Gender Differences, Middle School Students
Using Centrality of Concept Maps as a Measure of Problem Space States in Computer-Supported Collaborative Problem Solving
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Clariana, Roy B.; Engelmann, Tanja; Yu, Wu – Educational Technology Research and Development, 2013
Problem solving likely involves at least two broad stages, problem space representation and then problem solution (Newell and Simon, Human problem solving, 1972). The metric centrality that Freeman ("Social Networks" 1:215-239, 1978) implemented in social network analysis is offered here as a potential measure of both. This development research…
Descriptors: Computer Assisted Instruction, Social Networks, Network Analysis, Comparative Analysis