ERIC Number: EJ958821
Record Type: Journal
Publication Date: 2012-Apr
Abstractor: As Provided
Comparison of 1:1 and 1:m CSCL Environment for Collaborative Concept Mapping
Lin, C.-P.; Wong, L.-H.; Shao, Y.-J.
Journal of Computer Assisted Learning, v28 n2 p99-113 Apr 2012
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.
Descriptors: Cooperative Learning, Concept Mapping, Electronic Learning, Computer Uses in Education, Grade 6, Social Studies, Academic Achievement, Retention (Psychology), Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Junior High Schools; Middle Schools
Authoring Institution: N/A