Knowledge convergence in collaborative concept mapping among radiographic physics undergraduates

[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.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Information science and learning technologies (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2012

Author dc:creator

• Chen, Weichao

Advisor dc:contributor.advisor

• Jonassen, David H., 1947-2012

• collaborative learning
• learning technologies
• knowledge convergence
• concept map

Statement dc:rights

• Access to files is limited to the campuses of the University of Missouri with SSO login.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/15916

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/15916