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Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping.

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 perc...

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Published in:Journal of Computer Assisted Learning Vol. 28; no. 2; pp. 99 - 114
Main Authors: Lin, C.-P., Wong, L.-H., Shao, Y.-J.
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Apr2012
Online Access:View this record in EBSCOhost
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      dt: Apr2012
      vid: 28
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        104529747
        73283832
        10.1111/j.1365-2729.2011.00421.x
        104529747
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        atl: Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping.
      aug:
        au:
          Lin, C.-P.
          Wong, L.-H.
          Shao, Y.-J.
        affil: Graduate Institute of e-Learning Technology, National Hsinchu University of Education, Taiwan
      sug:
        subj:
          Concept Mapping
          Collaboration
          Learning Methods
          Computer-Assisted Instruction
          Human
          Taiwan
          Male
          Female
          Child
          Quasi-Experimental Studies
          Graphical User Interface
          Pretest-Posttest Design
          Questionnaires
          Semi-Structured Interview
          Student Attitudes
          Videorecording
          Qualitative Studies
          Funding Source
          Child: 6-12 years
          Male
          Female
      ab: 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.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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