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Comparison of 1:1 and 1:m CSCL Environment for Collaborative Concept Mapping
ARTICLE

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Journal of Computer Assisted Learning Volume 28, Number 2, ISSN 1365-2729 Publisher: Wiley

Abstract

This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty-four 12-year-old students from two 6th grade classes (32 from each class) participated in the study. Guided by the methodology of quasi-experimental research, group scribbles 1.0 was adopted in which students carried out collaborative concept mapping activities for social studies in two different settings: (1) 1:1 (one-device-per-student)--students working in pairs with one Tablet PC assigned to each of them; and (2) 1:m (one-device-to-many-students)--multiple students sharing a Tablet PC. Both settings were evaluated and the interactional patterns of the student groups' concept mapping were identified. The results indicated that in both 1:1 and 1:m settings, students had improved their learning results and retention. Nevertheless, while 1:1 groups had demonstrated more consistency in group participation, improved communication and interaction, the 1:m groups had instead generated superior artefacts as all the notes were well discussed among the group members. The findings suggest that a higher quality of collaborative processes does not necessarily lead to improved student artefacts.

Citation

Lin, C.P., Wong, L.H. & Shao, Y.J. (2012). Comparison of 1:1 and 1:m CSCL Environment for Collaborative Concept Mapping. Journal of Computer Assisted Learning, 28(2), 99-113. Wiley. Retrieved September 18, 2019 from .

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