Situated Evaluation of Concept Mapping Software with Bookmarking Function for Supporting Reflection and Dialogue: Interaction Analysis of Collaborative Learning Processes
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 44.222.149.13).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
EdMedia + Innovate Learning, June 2006 in Orlando, FL USA ISBN 978-1-880094-60-0
Abstract
In this study, we examined how the bookmarking function of our concept mapping software was used in an actual school environment and how the function supported learners f reflection on their thinking process and dialogue with others in collaborative learning. Using an interaction analysis methodology, we conducted a situated evaluation. The results revealed that the bookmarking function is able to support awareness of the learners thinking process, and explanation of their thinking process to others. And it also became evident that awareness and explanation enabled by bookmarking facilitated reflection on thinking process and dialogue with others.
Citation
Deguchi, A., Inagaki, S., Yamaguchi, E. & Funaoi, H. (2006). Situated Evaluation of Concept Mapping Software with Bookmarking Function for Supporting Reflection and Dialogue: Interaction Analysis of Collaborative Learning Processes. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2111-2118). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/23300.
© 2006 AACE