Effectiveness of Concept Maps in Learning from a Computer-based Instructional Video Resource PDF Download
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Author: Omer Vural
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students' attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A & M University. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner-generated concept maps on student achievement during computer-based video instruction. Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert-generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool. In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning.
Author: Omer Vural
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students' attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A & M University. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner-generated concept maps on student achievement during computer-based video instruction. Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert-generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool. In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning.
Author: Mayank Singh
Publisher: Springer
ISBN: 9811318131
Category : Computers
Languages : en
Pages : 597
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Book Description
This two-volume set (CCIS 905 and CCIS 906) constitutes the refereed proceedings of the Second International Conference on Advances in Computing and Data Sciences, ICACDS 2018, held in Dehradun, India, in April 2018. The 110 full papers were carefully reviewed and selected from 598 submissions. The papers are centered around topics like advanced computing, data sciences, distributed systems organizing principles, development frameworks and environments, software verification and validation, computational complexity and cryptography, machine learning theory, database theory, probabilistic representations.
Author: Joseph D. Novak
Publisher: Routledge
ISBN: 1135184461
Category : Education
Languages : en
Pages : 334
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Book Description
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799804216
Category : Education
Languages : en
Pages : 1757
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Book Description
As teaching strategies continue to change and evolve, and technology use in classrooms continues to increase, it is imperative that their impact on student learning is monitored and assessed. New practices are being developed to enhance students’ participation, especially in their own assessment, be it through peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Educators must remain up-to-date on the latest methods of evaluation and performance measurement techniques to ensure that their students excel. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines emerging perspectives on the theoretical and practical aspects of learning and performance-based assessment techniques and applications within educational settings. Highlighting a range of topics such as learning outcomes, assessment design, and peer assessment, this multi-volume book is ideally designed for educators, administrative officials, principals, deans, instructional designers, school boards, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes.
Author: So Young Kwon
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration [registered trademark symbol] fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration [registered trademark symbol] software.
Author: Sigmar-Olaf Tergan
Publisher: Springer Science & Business Media
ISBN: 3540269215
Category : Computers
Languages : en
Pages : 384
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Book Description
formation. The basic ideas underlying knowledge visualization and information vi- alization are outlined. In a short preview of the contributions of this volume, the idea behind each approach and its contribution to the goals of the book are outlined. 2 The Basic Concepts of the Book Three basic concepts are the focus of this book: "data", "information", and "kno- edge". There have been numerous attempts to define the terms "data", "information", and "knowledge", among them, the OTEC Homepage "Data, Information, Kno- edge, and Wisdom" (Bellinger, Castro, & Mills, see http://www.syste- thinking.org/dikw/dikw.htm): Data are raw. They are symbols or isolated and non-interpreted facts. Data rep- sent a fact or statement of event without any relation to other data. Data simply exists and has no significance beyond its existence (in and of itself). It can exist in any form, usable or not. It does not have meaning of itself.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author: Mary Kane
Publisher: SAGE Publications, Incorporated
ISBN:
Category : Computers
Languages : en
Pages : 224
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Book Description
This is a complete guide to the concept mapping methodology and strategies behind using it for a broad range of social scientists - including students, researchers and practitioners.
Author: David H. Jonassen
Publisher: John Wiley & Sons
ISBN: 9780787977054
Category : Business & Economics
Languages : en
Pages : 253
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Book Description
Learning to Solve Problems is a much-needed book thatdescribes models for designing interactive learning environments tosupport how to learn and solve different kinds of problems. Using aresearch-based approach, author David H. Jonassen?a recognizedexpert in the field?shows how to design instruction to supportthree kinds of problems: story problems, troubleshooting, and caseand policy analysis problems. Filled with models and job aids, thisbook describes different approaches for representing problems tolearners and includes information about technology-based tools thatcan help learners mentally represent problems for themselves.Jonassen also explores methods for associating different solutionsto problems and discusses various processes for reflecting on theproblem solving process. Learning to Solve Problems alsoincludes three methods for assessing problem-solvingskills?performance assessment, component skills; and argumentation.
Author: Greg Dimitriadis
Publisher: Routledge
ISBN: 1135482071
Category : Education
Languages : en
Pages : 218
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Book Description
Theory for Education provides a concise and clear introduction to key contemporary theorists, including their lives, major works and ideas. Written for the student in need of a quick introduction or for the scholar brushing up on details, this new volume in the theory4 series presents major thinkers whose work and ideas have shaped critical thinking in our time. Greg Dimitriadis and George Kamberelis underscore the particular relevance of these thinkers for the field of education - their work on education, how others in education have used them and possible future directions for teachers and researchers. Theory for Education's ease of use, clarity and comprehensive scope will be invaluable for those entering the field. Adapted from Theory for Religious Studies, by William E. Deal and Timothy K. Beal.
