Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping

Jacco De Weerd; Esther Tan; Slavi Stoyanov

doi:10.1007/978-3-319-66610-5_32

Fostering Interdisciplinary Knowledge Construction in Computer-Assisted Collaborative Concept Mapping

Jacco De Weerd, Esther Tan, Slavi Stoyanov^*

^*Corresponding author for this work

Research Line Technology Enhanced Learning Innovations for teaching and learning (TELI) (part of WO program)

Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review

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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 language	English
Title of host publication	Data Driven Approaches in Digital Education
Subtitle of host publication	12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings
Editors	Élise Lavoué , Hendrik Drachsler , Katrien Verbert , Julien Broisin , María del Mar Pérez Sanagustín
Place of Publication	Cham
Publisher	Springer
Pages	391-396
Volume	10474
ISBN (Electronic)	978-3-319-66610-5
ISBN (Print)	978-3-319-66609-9
DOIs	https://doi.org/10.1007/978-3-319-66610-5_32
Publication status	Published - 5 Sep 2017
Event	12th European Conference on Technology Enhanced Learning: Data Driven Approaches in Digital Education - Tallinn, Estonia Duration: 12 Sep 2017 → 15 Sep 2017 http://ectel2017.httc.de/index.php?id=777

Publication series

Series	Lecture Notes in Computer Science
Volume	10474
ISSN	0302-9743

Conference

Conference	12th European Conference on Technology Enhanced Learning
Abbreviated title	EC-TEL 2017
Country	Estonia
City	Tallinn
Period	12/09/17 → 15/09/17
Internet address	http://ectel2017.httc.de/index.php?id=777

Keywords

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

Access to Document

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

Knowledge construction and Concept Mapping pre-printAccepted author manuscript, 234 KBLicence: CC BY-NC-ND

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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). Springer. Lecture Notes in Computer Science Vol. 10474 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, Vol. 10474).

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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{\textquoteright}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.",

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booktitle = "Data Driven Approaches in Digital Education",

note = "12th European Conference on Technology Enhanced Learning : Data Driven Approaches in Digital Education, EC-TEL 2017 ; Conference date: 12-09-2017 Through 15-09-2017",

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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, Springer, Cham, Lecture Notes in Computer Science, vol. 10474, pp. 391-396, 12th European Conference on Technology Enhanced Learning, 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 proceeding › Conference article in proceeding › Academic › peer-review

TY - GEN

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

AU - De Weerd, Jacco

AU - Tan, Esther

AU - Stoyanov, Slavi

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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.

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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, Vol. 10474). https://doi.org/10.1007/978-3-319-66610-5_32