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Evaluating System-Based Strategies for Managing Conflict in Collaborative Concept Mapping
ARTICLE

Journal of Computer Assisted Learning Volume 20, Number 2, ISSN 1365-2729 Publisher: Wiley

Abstract

This study examined the influence of various conflict management mechanisms embedded into computer-supported collaborative concept mapping systems on the behaviour and learning of elementary students. Four conflict management mechanisms were compared: an assign design, in which the mapping control was designated to a particular group member; a rotate design, in which the mapping control was rotated among the group members; a give design, in which the child with mapping control could relinquish control to another group member; and an open design, in which every group member simultaneously had mapping control. Ninety-six fifth and sixth grade Taiwanese students participated in this study. They were arranged into assign, rotate, give, or open three-member groups to generate collaboratively shared concept maps. Student interactions, attitudes, and achievement were analysed. The results suggest that each conflict management mechanism has a different effect on the elementary students.

Citation

Chiu, C.H. (2004). Evaluating System-Based Strategies for Managing Conflict in Collaborative Concept Mapping. Journal of Computer Assisted Learning, 20(2), 124-132. Wiley. Retrieved August 15, 2020 from .

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