Students' use of web-based concept map testing and strategies for learning

2001 ◽  
Vol 17 (1) ◽  
pp. 72-84 ◽  
Author(s):  
C.C. Tsai ◽  
S.S.J. Lin ◽  
S.M. Yuan
Keyword(s):  
Concept Map ◽  
Web Based ◽  
Map Testing

Students' use of web-based concept map testing and strategies for learning

2001 ◽  
Vol 17 (1) ◽  
pp. 72-84 ◽  
Author(s):  
C.C. Tsai ◽  
S.S.J. Lin ◽  
S.M. Yuan
Keyword(s):  
Concept Map ◽  
Web Based ◽  
Map Testing

scholarly journals Using Mindomo to Engage Students in Higher-Order Thinking

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Brandon M. Sabourin
Keyword(s):  
Concept Mapping ◽  
Digital Technology ◽  
Concept Maps ◽  
Swot Analysis ◽  
Concept Map ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Web Based ◽  
The Creation ◽  
Technology Course

Mindomo (www.mindomo.com) is a web-based tool designed to aid in the creation of digital concept maps. This article provides an overview of concept mapping and Mindomo followed by reflections on implementing Mindomo in a digital technology course for pre-service teachers. A SWOT analysis of Mindomo is presented in concept map format, with the goals being to provide information helpful to anyone considering using Mindomo and to encourage instructors to consider how concept mapping might facilitate higher-order thinking in their classes.

A Web-Based Collaborative Learning System Using Concept Maps

2016 ◽  
pp. 916-936 ◽  
Author(s):  
Anal Acharya ◽  
Devadatta Sinha
Keyword(s):  
Collaborative Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Learning Systems ◽  
Learning System ◽  
Short Message ◽  
Web Based ◽  
Before And After ◽  
Collaboration Process ◽  
Tools And Techniques

The growth of communication technologies in the last two decades has led to development of web based learning systems for a variety of applications. The efficiency of such learning systems has often been enhanced by the use of collaboration tools and techniques. This study proposes a method of collaboration for construction of Concept Map of learning among a set of ‘n' learners divided into ‘k' groups using Short Message Services (SMS). This concept map is used as a sequence for construction of learning system. The functional modules of the architecture of this system are derived from the ‘Extended' theory of Meaningful learning proposed by David Ausubel. Two approaches have been used for evaluating this collaborative learning system. Firstly, paired t-test was conducted on student marks before and after collaboration to find the degree of significance between these. Secondly, efficiency of the collaboration process is computed using a set of Collaborative Efficiency Indexes (CEI) derived from a set of proposed metrics.

An Intelligent Web-Based System for Diagnosing Student Learning Problems Using Concept Maps

2016 ◽  
Vol 55 (3) ◽  
pp. 323-345 ◽  
Author(s):  
Anal Acharya ◽  
Devadatta Sinha
Keyword(s):  
Concept Maps ◽  
Positive Impact ◽  
Concept Map ◽  
Learning System ◽  
Traditional Learning ◽  
Prototype System ◽  
Regression Equations ◽  
Learning Sequence ◽  
Web Based ◽  
Java Programming

The aim of this article is to propose a method for development of concept map in web-based environment for identifying concepts a student is deficient in after learning using traditional methods. Direct Hashing and Pruning algorithm was used to construct concept map. Redundancies within the concept map were removed to generate a learning sequence. Prototype learning system was developed based on this learning sequence using Android Emulator. For analysis purpose, 42 learners were given to learn the course Java Programming taught at graduation level. A posttest was conducted after learning for evaluation purpose. Multiple regression analysis method was applied on these results to develop regression equations for the proposed method of learning. Statistical Package for Social Sciences software was used for statistical analysis purposes. It was found that posttest results are directly proportional to the quality of traditional learning. Better quality students require less time in constructing prototype system. Further concept mapping was found to have a positive impact on proposed method of learning. When the number of concepts is large, a learning sequence among these can be generated using the proposed method. This learning sequence can be used to identify the concept a student needs additional learning.

Use of Hierarchical Hyper Concept Map in Web-Based Courses

2002 ◽  
Vol 27 (4) ◽  
pp. 335-353 ◽  
Author(s):  
Kuo-En Chang ◽  
Yao-Ting Sung ◽  
Sheng-Kuang Chiou
Keyword(s):  
Concept Maps ◽  
Concept Map ◽  
Three Dimensional ◽  
Conceptual Structure ◽  
Experimental Results ◽  
Dimensional Structure ◽  
Web Based ◽  
Three Dimensional Structure ◽  
System A ◽  
Good Potential

The study proposes a hierarchical hyper concept map (or HHCM) course system. A HHCM course consists of a navigation map, concept maps, and hypermedia documents. The navigation map is a guide to the course, illustrating how the course is composed of learning units. The concept map demonstrates the conceptual structure of each unit, and each node in the HHCM is linked to the hypermedia document, which has a more detailed illustration of the concept. Such a combination for the HHCM course can be viewed as a three-dimensional structure of course representation. The effects of HHCM as a course representation were empirically tested. The experimental results found that students who learn from the course represented by HHCM achieve better learning than those who learn from a linearly represented course. Moreover, students can learn more efficiently than those who learn from the course represented by navigation maps. These findings suggest that the HHCM has a good potential as a device for designing Web-based courses.

The PBL-Evaluator: a web-based tool for assessment in tutorials

1998 ◽  
Vol 62 (9) ◽  
pp. 671-674
Author(s):  
JF Chaves ◽  
JA Chaves ◽  
MS Lantz
Keyword(s):  
Web Based

Using Popular Mobile Devices in Voice Therapy

2013 ◽  
Vol 23 (3) ◽  
pp. 82-87 ◽  
Author(s):  
Eva van Leer
Keyword(s):  
Exercise Behavior ◽  
Voice Therapy ◽  
Pure Oxygen ◽  
Mobile Platforms ◽  
Self Monitoring ◽  
Web Based ◽  
Motivational Messages ◽  
Related Information ◽  
Health Related ◽  
Tailored Approach

Mobile tools are increasingly available to help individuals monitor their progress toward health behavior goals. Commonly known commercial products for health and fitness self-monitoring include wearable devices such as the Fitbit© and Nike + Pedometer© that work independently or in conjunction with mobile platforms (e.g., smartphones, media players) as well as web-based interfaces. These tools track and graph exercise behavior, provide motivational messages, offer health-related information, and allow users to share their accomplishments via social media. Approximately 2 million software programs or “apps” have been designed for mobile platforms (Pure Oxygen Mobile, 2013), many of which are health-related. The development of mobile health devices and applications is advancing so quickly that the Food and Drug Administration issued a Guidance statement with the purpose of defining mobile medical applications and describing a tailored approach to their regulation.

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