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- Title
Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping.
- Authors
Lin, C.-P.; Wong, L.-H.; Shao, Y.-J.
- 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.
- Subjects
TAIWAN; COMPUTER assisted instruction; GRAPHICAL user interfaces; INTERPROFESSIONAL relations; INTERVIEWING; LEARNING strategies; RESEARCH methodology; QUESTIONNAIRES; RESEARCH funding; STUDENT attitudes; VIDEO recording; QUALITATIVE research; PRE-tests &; post-tests; CONCEPT mapping
- Publication
Journal of Computer Assisted Learning, 2012, Vol 28, Issue 2, p99
- ISSN
0266-4909
- Publication type
Article
- DOI
10.1111/j.1365-2729.2011.00421.x