The Effects of Three Instructor Participatory Roles on a Small Group’s Collaborative Concept Mapping

2021 ◽  
pp. 073563312110572
Author(s):  
Fan Ouyang ◽  
Weiqi Xu
Keyword(s):  
Concept Mapping ◽  
Empirical Research ◽  
Knowledge Construction ◽  
Concept Maps ◽  
Meaning Making ◽  
Student Group ◽  
Computer Supported Collaborative Learning ◽  
High Level ◽  
And Behavior ◽  
Collaborative Concept Mapping

Collaborative concept mapping, as one of the widely used computer-supported collaborative learning (CSCL) modes, has been used to foster students’ meaning making, problem solving, and knowledge construction. Previous empirical research has used varied instructional scaffoldings and has reported different effects of those scaffoldings on collaboration. To further examine the effects of instructional scaffoldings, this research implements three different instructor participatory roles (i.e., cognitive contributor, group regulator, and social supporter) to support online collaborative concept mapping (CCM). We use multiple learning analytics methods to examine the group’s CCM processes from the social, cognitive, and metacognitive dimensions, supplemented with assessments of the concept maps. The research reveals different effects of three instructor participatory roles on the group’s collaborative behaviors, discourses, and performances. When the instructor engaged as a cognitive contributor, the student group achieved a lowly-interactive, low-level metacognitive engagement and behavior-oriented knowledge construction; when the instructor engaged as a group regulator, the student group achieved a socially-balanced, high-level metacognitive engagement and behavior-communication-interrelated knowledge construction; and when the instructor engaged as a social supporter, the student group achieved a highly-interactive, medium-level metacognitive engagement and communication-oriented knowledge construction. Based on the results, this research proposed pedagogical, analytical, and theoretical implications for future empirical research of CSCL.

Dialogues and Perception of Intersubjectivity in a Small Group

2012 ◽  
pp. 1446-1465
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

scholarly journals Collaborative Concept Mapping: Connecting with Research Team Capacities

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Linda De George-Walker ◽  
Mark A. Tyler
Keyword(s):  
Higher Education ◽  
Concept Mapping ◽  
Research Team ◽  
Meaning Making ◽  
Concept Map ◽  
Knowledge Domain ◽  
Hands On ◽  
Mapping Process ◽  
Collaborative Concept Mapping

Concept mapping has generally been used as a means to increase the depth and breadth of understanding within a particular knowledge domain or discipline. In this paper we trace the deployment of collaborative concept mapping by a research team in higher education and analyse its effectiveness using the crime metaphor ofmotive, means,andopportunity. This case study exemplifies two iterations of the research team’s collaborative concept map and shows how the process of the construction of such maps enabled the opportunity for team dialogue and coconstruction that was focused, hands-on, and visual. The concept mapping process provided the team with a meaning-making mechanism through which to share understandings and explore the team’s potential capacities.

Distance Collaboration with Shared Concept Maps

2010 ◽  
pp. 120-150
Author(s):  
Alfredo Tifi ◽  
Antonietta Lombardi
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Theoretical Background ◽  
Set Up ◽  
Collaborative Concept Mapping

This chapter aims to review Web-mediated practices in collaborative concept mapping which were set up in informal partnerships among teachers from different schools and countries, and their students. Starting with various examples of such practices, we will outline some models of collaboration which will be compared and criticised in the hope that they will be useful in challenging other teachers to plan suitable strategies for engaging in similar experiences. It is important firstly to examine the context in which distance collaboration can be established and then outline some theoretical background to show the reasons why this kind of collaboration should be recommended as an objective for educationalists.

Dialogues and Perception of Intersubjectivity in a Small Group

2013 ◽  
pp. 1-20
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

Dialogues and Perception of Intersubjectivity in a Small Group

2011 ◽  
Vol 1 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Mei-Chung Lin ◽  
Mei-Chi Chen ◽  
Chin-Chang Chen
Keyword(s):  
Web 2.0 ◽  
Small Group ◽  
Knowledge Construction ◽  
Meaning Making ◽  
Knowledge Building ◽  
The Self ◽  
Collective Knowledge ◽  
Computer Supported Collaborative Learning ◽  
Self Identity ◽  
The Core

The core value of Web 2.0 lies in its potential for building technologies that are open, decentralized, and shared. This paper designs group activity to facilitate knowledge building and move on learning management system to web 2.0 paradigms with computer supported collaborative learning in a small group. The “give-take” metaphor for knowledge construction in a small group discourse only interprets the solo voice phenomenon in asynchronous forums. Tumultuous, parallel, and connected voices in synchronous conferencing need alternative metaphors to understand the self and the other in a personified way. This paper represents discourse evidence of emerging meaning making, expertise commentary, self-identity, and collective confirmation as a process in small group collective knowledge-building.

Bracketed Morality in Sport

2019 ◽  
Vol 6 (2) ◽  
pp. 34-45
Author(s):  
Visnja Djordjic
Keyword(s):  
Moral Reasoning ◽  
Positive Influence ◽  
Fair Play ◽  
Personal Factors ◽  
Moral Integrity ◽  
Moral Decision Making ◽  
Male Athletes ◽  
Moral Atmosphere ◽  
High Level ◽  
And Behavior

Summary Although sport can promote moral values and prosocial behavior in youth, numerous research shows that sports engagement alone does not guarantee that outcome. Instead of striving for fair-play and sport excellence which not exclude justness, solidarity and moral integrity, contemporary sport frequently follows the Lombardian ethic, where „winning isn’t everything, it’s the only thing”. Moral pause or bracketed morality, as described in sport, refers to the phenomenon of tolerance and acceptance of aggressive behavior or cheating, that will be morally condemned outside sports arenas. Accordingly, lower levels of moral reasoning and behavior have been identified in athletes and non-athletes in the sports-related situation in comparison to other life situations; in athletes when compared to non-athletes, in more experienced athletes, high-level athletes, team-sport athletes, and male athletes. Moral reasoning and behavior of athletes are influenced by contextual and personal factors, with coaches having a particularly important role to play. The positive influence of sport on the moral development of athletes might be related to pre-service and in-service education of coaches how to develop adequate moral atmosphere, and how to plan for moral decision-making as an integral part of everyday practice.

Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Antonios Bakolis ◽  
Dimitrios Stamovlasis ◽  
Georgios Tsaparlis
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Concept Mapping ◽  
Conceptual Understanding ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Equilibrium Problems ◽  
Solution Process ◽  
Control Group ◽  
Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

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