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Promoting higher-order thinking through online collaborative concept map recomposition.

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Title: Promoting higher-order thinking through online collaborative concept map recomposition.
Authors: Nurmaya1,2 nurmaya@yarsi.ac.id, Pinandito, Aryo3, Hayashi, Yusuke1, Hirashima, Tsukasa1
Source: Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-29. 29p.
Subject Terms: *Concept mapping, *Critical thinking, *Educational technology, *Group work in education, *Pre-tests & post-tests, *Collaborative learning, Undergraduate education
Abstract: This study evaluated the effectiveness of online collaborative kit-build concept mapping (CKB) in promoting higher-order thinking (HOT). Online collaborative kitbuild concept mapping is a method of synchronous collaborative learning that applies the kit-build concept map framework, which proposes the recomposing method. Using a quasi-experimental procedure, sixty-nine undergraduate students were divided into an experimental group performing a CKB activity (n=33) and a control group conducting an online collaborative scratch-build concept mapping (CSM) activity (n=36). All students were assessed on their ability to answer HOT questions about specific learning content before and after collaborative mapping. The results showed that individuals in the CKB group performed better in solving HOT questions than those in the CSM group. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study evaluated the effectiveness of online collaborative kit-build concept mapping (CKB) in promoting higher-order thinking (HOT). Online collaborative kitbuild concept mapping is a method of synchronous collaborative learning that applies the kit-build concept map framework, which proposes the recomposing method. Using a quasi-experimental procedure, sixty-nine undergraduate students were divided into an experimental group performing a CKB activity (n=33) and a control group conducting an online collaborative scratch-build concept mapping (CSM) activity (n=36). All students were assessed on their ability to answer HOT questions about specific learning content before and after collaborative mapping. The results showed that individuals in the CKB group performed better in solving HOT questions than those in the CSM group. [ABSTRACT FROM AUTHOR]
ISSN:17932068
DOI:10.58459/rptel.2026.21016