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An Innovative Consensus Map-Embedded Collaborative Learning System for ER Diagram Learning: Sequential Analysis of Students' Learning Achievements

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Title: An Innovative Consensus Map-Embedded Collaborative Learning System for ER Diagram Learning: Sequential Analysis of Students' Learning Achievements
Language: English
Authors: Cheng, Li-Chen (ORCID 0000-0001-8640-5049), Chu, Hui-Chun (ORCID 0000-0002-3131-4673)
Source: Interactive Learning Environments. 2019 27(3):410-425.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cooperative Learning, Computer Uses in Education, Concept Mapping, Visual Aids, Student Satisfaction, Student Behavior, Behavior Patterns, Academic Achievement, Computer Science Education, Databases, Group Activities, College Freshmen, Foreign Countries
Geographic Terms: Taiwan (Taipei)
DOI: 10.1080/10494820.2018.1482357
ISSN: 1049-4820
Abstract: Although computer-supported collaborative learning has been successfully applied in educational settings to improve group learning performance, most such systems still lack effective strategies for knowledge representation which could help reduce discussion time. In this study, concept mapping, already applied as a tool to help visualize and organize existing or newly learned knowledge, is incorporated to address this problem in a newly developed concept map and computer-supported collaborative learning system (CMCLS). It was designed as a quasi-experiment study and was carried out with 77 university students. The system was first used by the groups of students to illustrate their knowledge and achieve consensus during a learning activity, after which their performance and feelings of satisfaction with this innovative approach were evaluated. Patterns of learning within the proposed framework were explored. The learning behaviors, including the actions and interactions with peers of the participants during the learning activity were recorded. Finally, lag-sequential analysis was used to compare the interactions and the differences in the behavior patterns of the two groups, one using the newly developed CMCLS consensus map-embedded approach and a control group which did not use this approach. The results showed significant improvement in the learning achievement of students using the novel approach, as well as a higher degree of perceived usefulness and satisfaction. The novel consensus map-embedded approach was useful for knowledge construction and for assisting with integration of the team members' results to produce the final ER diagram.
Abstractor: As Provided
Number of References: 41
Entry Date: 2019
Accession Number: EJ1207609
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: An Innovative Consensus Map-Embedded Collaborative Learning System for ER Diagram Learning: Sequential Analysis of Students' Learning Achievements
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  Data: <searchLink fieldCode="AR" term="%22Cheng%2C+Li-Chen%22">Cheng, Li-Chen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8640-5049">0000-0001-8640-5049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chu%2C+Hui-Chun%22">Chu, Hui-Chun</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3131-4673">0000-0002-3131-4673</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2019 27(3):410-425.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/10494820.2018.1482357
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although computer-supported collaborative learning has been successfully applied in educational settings to improve group learning performance, most such systems still lack effective strategies for knowledge representation which could help reduce discussion time. In this study, concept mapping, already applied as a tool to help visualize and organize existing or newly learned knowledge, is incorporated to address this problem in a newly developed concept map and computer-supported collaborative learning system (CMCLS). It was designed as a quasi-experiment study and was carried out with 77 university students. The system was first used by the groups of students to illustrate their knowledge and achieve consensus during a learning activity, after which their performance and feelings of satisfaction with this innovative approach were evaluated. Patterns of learning within the proposed framework were explored. The learning behaviors, including the actions and interactions with peers of the participants during the learning activity were recorded. Finally, lag-sequential analysis was used to compare the interactions and the differences in the behavior patterns of the two groups, one using the newly developed CMCLS consensus map-embedded approach and a control group which did not use this approach. The results showed significant improvement in the learning achievement of students using the novel approach, as well as a higher degree of perceived usefulness and satisfaction. The novel consensus map-embedded approach was useful for knowledge construction and for assisting with integration of the team members' results to produce the final ER diagram.
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  Data: 2019
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