Shifting from self- to collaborative-mode of computer-based concept mapping within a hybrid learning environment: effects and implications
In this work, the effects of the combination of computer-based concept mapping with the Learning Management System (LMS) Moodle use and Face-to-Face support for the construction the Concept Map (CM) in self- and collaborative-mode are explored. This approach builds upon the hybrid interconnection of blended (b-) and collaborative (c-) learning perspectives to form an extended teaching/learning environment. Experimental results from one hundred and twenty-eight adult participants during six week constructions of CMs upon a given text, comply with the findings from previous studies regarding the positive effect that shifting from self- to collaborative-mode has on the constructed CMs, but extends further the notion of the additional positive effect of the use of LMS Moodle on the taxonomy score of the constructed CMs and the peers’ interaction during the collaborative CM construction. The hybrid b-/c-learning approach proposed here sets new directions towards the enhancement of LMS use and computer-based concept mapping, contributing to the enrichment of the Higher Educational Institutions services and re-examination of educational practices.
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