{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/15916"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/15916","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study targeted two research questions. First, does collaborative concept mapping enhance group members' knowledge convergence? Second, how does students' participation in interaction influence their knowledge convergence? The students first submitted an individual concept map to represent their solution of an ill-structured problem. They then collaborated in triads to make a concept map on the same topic. After collaboration, the students revised their individual concept maps. Both qualitative and quantitative data analyses were conducted. It was found that the team members' knowledge structures became more similar after engaging in group concept mapping. The unique influence of collaboration on the achievement of knowledge convergence was demonstrated. It was also found that the more conflict-oriented consensus building an individual engaged in, the less similar his or her second map was to the other members'. Learners' interaction patterns and strategies, the interaction between their actions on the map and their language, and the roles that the concept maps played during knowledge construction were investigated.","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study targeted two research questions. First, does collaborative concept mapping enhance group members' knowledge convergence? Second, how does students' participation in interaction influence their knowledge convergence? The students first submitted an individual concept map to represent their solution of an ill-structured problem. They then collaborated in triads to make a concept map on the same topic. After collaboration, the students revised their individual concept maps. Both qualitative and quantitative data analyses were conducted. It was found that the team members' knowledge structures became more similar after engaging in group concept mapping. The unique influence of collaboration on the achievement of knowledge convergence was demonstrated. It was also found that the more conflict-oriented consensus building an individual engaged in, the less similar his or her second map was to the other members'. Learners' interaction patterns and strategies, the interaction between their actions on the map and their language, and the roles that the concept maps played during knowledge construction were investigated.","abstract_has_math":false,"creators":["Chen, Weichao"],"institution":"University of Missouri--Columbia","degree_name":"Ph. D.","degree_level":"Doctoral","degree_discipline":"Information science and learning technologies (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Jonassen, David H., 1947-2012"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:09:27Z","subjects":["collaborative learning","learning technologies","knowledge convergence","concept map"],"languages":["eng","English"],"rights":["Access to files is limited to the campuses of the University of Missouri with SSO login."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/15916"],"render_values":[{"text":"https://doi.org/10.32469/10355/15916","href":"https://doi.org/10.32469/10355/15916","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/15916","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Jonassen, David H., 1947-2012"]},{"key":"dc:creator","label":"Author","values":["Chen, Weichao"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2012-10-31T16:01:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2012-10-31T16:01:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Information science and learning technologies (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. 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Learners' interaction patterns and strategies, the interaction between their actions on the map and their language, and the roles that the concept maps played during knowledge construction were investigated."]},{"key":"dc:title","label":"Title","values":["Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jonassen, David H., 1947-2012"],"dc:creator":["Chen, Weichao"],"dc:date.accessioned":["2012-10-31T16:01:21Z"],"dc:date.available":["2012-10-31T16:01:21Z"],"dc:date.issued":["2012"],"dc:description":["Title from PDF of title page (University of Missouri--Columbia, viewed on October 31, 2012).","The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Dissertation advisor: Dr. David H. Jonassen","Includes bibliographical references.","Vita.","Ph. D. University of Missouri--Columbia 2012.","\"July 2012\""],"dc:description.abstract":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study targeted two research questions. First, does collaborative concept mapping enhance group members' knowledge convergence? Second, how does students' participation in interaction influence their knowledge convergence? The students first submitted an individual concept map to represent their solution of an ill-structured problem. They then collaborated in triads to make a concept map on the same topic. After collaboration, the students revised their individual concept maps. Both qualitative and quantitative data analyses were conducted. It was found that the team members' knowledge structures became more similar after engaging in group concept mapping. The unique influence of collaboration on the achievement of knowledge convergence was demonstrated. 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