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

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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 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
    Event12th European Conference on Technology Enhanced Learning: Data Driven Approaches in Digital Education - Tallinn, Estonia
    Duration: 12 Sep 201715 Sep 2017
    http://ectel2017.httc.de/index.php?id=777

    Publication series

    SeriesLecture Notes in Computer Science
    Volume10474
    ISSN0302-9743

    Conference

    Conference12th European Conference on Technology Enhanced Learning
    Abbreviated titleEC-TEL 2017
    Country/TerritoryEstonia
    CityTallinn
    Period12/09/1715/09/17
    Internet address

    Keywords

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

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