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Learning with collaborative concept maps: A Meta-Analysis
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, , Simon Fraser University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Concept maps are typically used to represent knowledge in a node-link format. Although decades of research have produced some understanding of the cognitive effects of using concept maps in individual learning, theories about their effects in collaborative learning are less firmly established. This paper reviews research on collaborative concept maps. Overall, we found that students who learned collaboratively by constructing concept maps outperformed those who learned from other activities such as studying texts, outlines, lists and lectures. However, no effect of studying pre-constructed concept maps in collaborative settings was statistically detected.

Citation

Adesope, O. & Nesbit, J. (2009). Learning with collaborative concept maps: A Meta-Analysis. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2082-2091). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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