Abstract
| 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 | |
| Publication status | Published - 5 Sep 2017 |
| Event | Data Driven Approaches in Digital Education: 12th European Conference on Technology Enhanced Learning: EC-TEL - Tallinn, Estonia Duration: 12 Sep 2017 → 15 Sep 2017 http://ectel2017.httc.de/index.php?id=777 |
Publication series
| Name | Lecture Notes in Computer Science |
|---|---|
| Publisher | Springer Verlag |
| Volume | 10474 |
| ISSN (Print) | 0302-9743 |
| ISSN (Electronic) | 1611-3349 |
Conference
| Conference | Data Driven Approaches in Digital Education |
|---|---|
| Country | Estonia |
| City | Tallinn |
| Period | 12/09/17 → 15/09/17 |
| Internet address |
Fingerprint
Keywords
- collaborative concept mapping
- interdisciplinary knowledge integration
- social modes of knowledge co-construction
- epistemic dimension of knowledge co-construction
Cite this
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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
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 -