You are here:

Supporting the Learning Process with Collaborative Concept Mapping Using Computer-based Communication Tools and Processes
ARTICLE

, ,

Educational Research and Evaluation Volume 7, Number 2, ISSN 1380-3611

Abstract

Studied the effects of a combination of student collaboration, concept mapping, and electronic technologies with 26 students in a graduate level learning theories class. Findings suggest that concept mapping and collaborative learning techniques complement each other, and that students found the combined approach useful. (SLD)

Citation

De Simone, C., Schmid, R.F. & McEwen, L.A. (2001). Supporting the Learning Process with Collaborative Concept Mapping Using Computer-based Communication Tools and Processes. Educational Research and Evaluation, 7(2), 263. Retrieved April 19, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. A Review of Studies on Collaborative Concept Mapping: What Have We Learned About the Technique and What Is Next?

    Hong Gao, E Shen, Susan Losh & Jeannine Turner, Florida State University, United States

    Journal of Interactive Learning Research Vol. 18, No. 4 (October 2007) pp. 479–492

  2. An Investigation of Student Thinking from Concept Mapping of Reading Material

    Kevin Oliver, North Carolina State University, United States

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 2593–2602

  3. Learning Effectiveness in On-Line Collaborative Concept Mapping via CMC: Comparing Different Mode of Interactions

    Ahmad Khamesan & Nick Hammond, University of York, United Kingdom

    EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 3179–3186

  4. Interpersonal Awareness During Web-based Concept Mapping: The Effect of Different Communication Channels

    Ahmad Khamesan & Nick Hammond, Department of Psychology, York University, United Kingdom

    EdMedia + Innovate Learning 2004 (2004) pp. 4168–4173

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.