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Learning Effectiveness in On-Line Collaborative Concept Mapping via CMC: Comparing Different Mode of Interactions
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, , University of York, United Kingdom

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper presents an experimental study investigating the effect of three different modes of interactions in synchronous collaborative concept mapping via computer-mediated communication. Sixty pair of students built group concept maps (CM) on a problem-solving task in three modes of interactions: shared, moderated and distributed. Communication was through text-based chat and an audio link. Participants constructed two individual CMs, one before and one after the group CM. The results showed participants' interpersonal awareness in web-based conditions was considerably higher than in the non-web-based condition. In contrast, whilst there was not a significant difference among the conditions in most learning effectiveness measures at the group level, learning effectiveness at the level of interaction between group and individual was significantly higher than for the distributed interaction than for the shared interaction, including individual achievement, knowledge acquisition, overlapping, and transfer from group to individual.

Citation

Khamesan, A. & Hammond, N. (2005). Learning Effectiveness in On-Line Collaborative Concept Mapping via CMC: Comparing Different Mode of Interactions. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3179-3186). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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