Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping

Jacco De Weerd, Esther Tan, Slavi Stoyanov*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

1 Downloads (Pure)

Abstract

Research on individual and group cognition has argued that the way learning activities are sequenced over different social levels has an effect on learning effectiveness. This study investigates the effect of embedding an individual preparation phase prior to collaborative concept mapping (CCM) on the epistemic and social dimension of the CCM process. Using a quasi-experimental design, a multi-disciplinary group of 24 3rd year bachelor students attending a minor entrepreneurship are put into two different conditions: one with individual preparation phase (WIP) and one without individual preparation phase (WOIP). The students worked on a collaborative assignment about macro trends analysis using computer-assisted CCM. For the epistemic dimension, students in the WIP condition showed more occurrences of utterances seeking clarification and positioning one’s perspectives. In the social mode of knowledge construction, students in the WIP condition displayed more conflict-oriented and integrated consensus building statements to negotiate shared knowledge. We discussed these findings against the background of literature on negotiating common grounds and converging at shared knowledge with a focus on the epistemic dimension and social modes of knowledge co-construction in computer-assisted collaborative learning.
Original languageEnglish
Title of host publicationData Driven Approaches in Digital Education
Subtitle of host publication12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings
EditorsÉlise Lavoué , Hendrik Drachsler , Katrien Verbert , Julien Broisin , María del Mar Pérez Sanagustín
Place of PublicationCham
PublisherSpringer
Pages391-396
Volume10474
ISBN (Electronic)978-3-319-66610-5
ISBN (Print)978-3-319-66609-9
DOIs
Publication statusPublished - 5 Sep 2017
EventData Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning: EC-TEL - Tallinn, Estonia
Duration: 12 Sep 201715 Sep 2017
http://ectel2017.httc.de/index.php?id=777

Publication series

NameLecture Notes in Computer Science
PublisherSpringer Verlag
Volume10474
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

ConferenceData Driven Approaches in Digital Education
CountryEstonia
CityTallinn
Period12/09/1715/09/17
Internet address

Fingerprint

student
learning
bachelor
entrepreneurship
cognition
Group
trend
literature

Keywords

  • collaborative concept mapping
  • interdisciplinary knowledge integration
  • social modes of knowledge co-construction
  • epistemic dimension of knowledge co-construction

Cite this

De Weerd, J., Tan, E., & Stoyanov, S. (2017). Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping. In É. L., H. D., K. V., J. B., & M. D. M. P. S. (Eds.), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings (Vol. 10474, pp. 391-396). (Lecture Notes in Computer Science; Vol. 10474). Cham: Springer. https://doi.org/10.1007/978-3-319-66610-5_32
De Weerd, Jacco ; Tan, Esther ; Stoyanov, Slavi. / Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping. Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings. editor / Élise Lavoué ; Hendrik Drachsler ; Katrien Verbert ; Julien Broisin ; María del Mar Pérez Sanagustín. Vol. 10474 Cham : Springer, 2017. pp. 391-396 (Lecture Notes in Computer Science).
@inproceedings{525ad4c2e88e421f880bd14610b03b6d,
title = "Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping",
abstract = "Research on individual and group cognition has argued that the way learning activities are sequenced over different social levels has an effect on learning effectiveness. This study investigates the effect of embedding an individual preparation phase prior to collaborative concept mapping (CCM) on the epistemic and social dimension of the CCM process. Using a quasi-experimental design, a multi-disciplinary group of 24 3rd year bachelor students attending a minor entrepreneurship are put into two different conditions: one with individual preparation phase (WIP) and one without individual preparation phase (WOIP). The students worked on a collaborative assignment about macro trends analysis using computer-assisted CCM. For the epistemic dimension, students in the WIP condition showed more occurrences of utterances seeking clarification and positioning one’s perspectives. In the social mode of knowledge construction, students in the WIP condition displayed more conflict-oriented and integrated consensus building statements to negotiate shared knowledge. We discussed these findings against the background of literature on negotiating common grounds and converging at shared knowledge with a focus on the epistemic dimension and social modes of knowledge co-construction in computer-assisted collaborative learning.",
keywords = "collaborative concept mapping, interdisciplinary knowledge integration, social modes of knowledge co-construction, epistemic dimension of knowledge co-construction",
author = "{De Weerd}, Jacco and Esther Tan and Slavi Stoyanov",
year = "2017",
month = "9",
day = "5",
doi = "10.1007/978-3-319-66610-5_32",
language = "English",
isbn = "978-3-319-66609-9",
volume = "10474",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
pages = "391--396",
editor = "{{\'E}lise Lavou{\'e}} and {Hendrik Drachsler} and {Katrien Verbert} and {Julien Broisin} and {Mar{\'i}a del Mar P{\'e}rez Sanagust{\'i}n}",
booktitle = "Data Driven Approaches in Digital Education",

}

De Weerd, J, Tan, E & Stoyanov, S 2017, Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping. in ÉL, HD, KV, JB & MDMPS (eds), Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings. vol. 10474, Lecture Notes in Computer Science, vol. 10474, Springer, Cham, pp. 391-396, Data Driven Approaches in Digital Education, Tallinn, Estonia, 12/09/17. https://doi.org/10.1007/978-3-319-66610-5_32

Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping. / De Weerd, Jacco; Tan, Esther; Stoyanov, Slavi.

Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings. ed. / Élise Lavoué; Hendrik Drachsler; Katrien Verbert; Julien Broisin; María del Mar Pérez Sanagustín. Vol. 10474 Cham : Springer, 2017. p. 391-396 (Lecture Notes in Computer Science; Vol. 10474).

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

TY - GEN

T1 - Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping

AU - De Weerd, Jacco

AU - Tan, Esther

AU - Stoyanov, Slavi

PY - 2017/9/5

Y1 - 2017/9/5

N2 - Research on individual and group cognition has argued that the way learning activities are sequenced over different social levels has an effect on learning effectiveness. This study investigates the effect of embedding an individual preparation phase prior to collaborative concept mapping (CCM) on the epistemic and social dimension of the CCM process. Using a quasi-experimental design, a multi-disciplinary group of 24 3rd year bachelor students attending a minor entrepreneurship are put into two different conditions: one with individual preparation phase (WIP) and one without individual preparation phase (WOIP). The students worked on a collaborative assignment about macro trends analysis using computer-assisted CCM. For the epistemic dimension, students in the WIP condition showed more occurrences of utterances seeking clarification and positioning one’s perspectives. In the social mode of knowledge construction, students in the WIP condition displayed more conflict-oriented and integrated consensus building statements to negotiate shared knowledge. We discussed these findings against the background of literature on negotiating common grounds and converging at shared knowledge with a focus on the epistemic dimension and social modes of knowledge co-construction in computer-assisted collaborative learning.

AB - Research on individual and group cognition has argued that the way learning activities are sequenced over different social levels has an effect on learning effectiveness. This study investigates the effect of embedding an individual preparation phase prior to collaborative concept mapping (CCM) on the epistemic and social dimension of the CCM process. Using a quasi-experimental design, a multi-disciplinary group of 24 3rd year bachelor students attending a minor entrepreneurship are put into two different conditions: one with individual preparation phase (WIP) and one without individual preparation phase (WOIP). The students worked on a collaborative assignment about macro trends analysis using computer-assisted CCM. For the epistemic dimension, students in the WIP condition showed more occurrences of utterances seeking clarification and positioning one’s perspectives. In the social mode of knowledge construction, students in the WIP condition displayed more conflict-oriented and integrated consensus building statements to negotiate shared knowledge. We discussed these findings against the background of literature on negotiating common grounds and converging at shared knowledge with a focus on the epistemic dimension and social modes of knowledge co-construction in computer-assisted collaborative learning.

KW - collaborative concept mapping

KW - interdisciplinary knowledge integration

KW - social modes of knowledge co-construction

KW - epistemic dimension of knowledge co-construction

U2 - 10.1007/978-3-319-66610-5_32

DO - 10.1007/978-3-319-66610-5_32

M3 - Conference article in proceeding

SN - 978-3-319-66609-9

VL - 10474

T3 - Lecture Notes in Computer Science

SP - 391

EP - 396

BT - Data Driven Approaches in Digital Education

A2 - null, Élise Lavoué

A2 - , Hendrik Drachsler

A2 - , Katrien Verbert

A2 - , Julien Broisin

A2 - , María del Mar Pérez Sanagustín

PB - Springer

CY - Cham

ER -

De Weerd J, Tan E, Stoyanov S. Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping. In ÉL, HD, KV, JB, MDMPS, editors, Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings. Vol. 10474. Cham: Springer. 2017. p. 391-396. (Lecture Notes in Computer Science). https://doi.org/10.1007/978-3-319-66610-5_32