The Impact of Making a Concept Map for Constructive Reading with the Critical Reading Support Software "eJournalPlus"
Mio Tsubakimoto, Center for Research and Development of Higher Education,The University of Tokyo, Japan ; Toshio Mochizuki, School of Network and Information, Senshu University, Japan ; Toshihisa Nishimori, Komaba Organization for Educational Development, College of Arts and Sciences, The University of Tokyo, Japan ; Tomomi Sato, Graduate School of Interdisciplinary Information Studies, The University of Tokyo, Japan ; Hiroki Oura, Center for Research and Development of Higher Education,The University of Tokyo, Japan ; Yuji Nakamura, Takashi Ohno, Spiceworks Corporation, Japan ; Shin-ichi Watanabe, Microsoft Development, Co., LTD., Japan ; Johansson Henrik, Ken-ichiro Matsumoto, Silicon Studio Corporation, Japan ; Hajime Wada, Microsoft Development, Co., LTD., Japan ; Takashi Miyatani, Microsoft, Co., LTD., Japan ; Jun Nakahara, Center for Research and Development of Higher Education,The University of Tokyo, Japan ; Yuhei Yamauchi, Interfaculty Initiative in Information Studies,The University of Tokyo, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This study introduces “MEET eJournalPlus,” a tabletPC based reading support software. The purpose of this software is to assist the learner in reading e-documents with accurate comprehension and a critical attitude in order to improve his/her critical reading skills. In the software, the user can underline critical words and phrases in e-documents, create concept maps, and edit reports within the interface. This study executes an experiment to reveal the effect of concept maps that are made by learners from their assigned texts for critical reading. Learners who make concept maps while reading the texts, and write their reports referring to their concept maps, can realize more constructive knowledge-building than learners who do not use concept maps.
Tsubakimoto, M., Mochizuki, T., Nishimori, T., Sato, T., Oura, H., Nakamura, Y., Ohno, T., Watanabe, S.i., Henrik, J., Matsumoto, K.i., Wada, H., Miyatani, T., Nakahara, J. & Yamauchi, Y. (2008). The Impact of Making a Concept Map for Constructive Reading with the Critical Reading Support Software "eJournalPlus". In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 506-514). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2019 from https://www.learntechlib.org/primary/p/29652/.
© 2008 Association for the Advancement of Computing in Education (AACE)
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