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Individual versus collaborative concept mapping in a simulation-based inquiry learning environment

Meenderink, B.L. (2018) Individual versus collaborative concept mapping in a simulation-based inquiry learning environment.

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Abstract:The goal of this research is to study the effect of collaboration on university students' learning outcomes and construction of a concept map after engaging in a simulation-based inquiry learning environment. This was investigated with a collaborative condition with 22 dyads of 44 participants and an individual condition with 23 participants. Results showed that the number of correct answers on multiple knowledge tests and the concept map scores were not significantly higher in the collaborative condition than in the individual condition. However, the pairs in the collaborative condition spent significantly more time on the first part of the learning environment and the concept mapping than the participants in the individual condition. Possible reasons for these results might include the difficult topic of the learning environment, the short preparation time, and the need for more support. More research should be done about collaborative concept mapping in an inquiry learning environment with students of several other universities and with variations of the learning topic, preparation time and support. The outcomes of such studies might be useful for universities wanting to optimize the quality of courses that apply collaboration and to improve their students' learning.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/74422
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