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
CountryEstonia
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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    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