Computer-Assisted Concept Mapping: Visual Aids for Knowledge Construction

Mammen, Jennifer R.

doi:10.3928/01484834-20160615-09

Cited by 13 publications

(13 citation statements)

References 18 publications

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“…Lastly, in selecting which software to use, it may be beneficial to explore several options (e.g., Xmind , MindMaple , CMap ), as the operating characteristics and technical capabilities differ between programs. There are many free options available, and comparison of the strengths and weaknesses is available elsewhere (Mammen, ). In Table , we provide specific mapping techniques and keyboard shortcuts for Xmind (n.d.) and MindMaple (n.d.), which are the two free programs we have found most useful.…”

Section: How To Develop a Digital Mapmentioning

confidence: 99%

Beyond concept analysis: Uses of mind mapping software for visual representation, management, and analysis of diverse digital data

Mammen

2018

Research in Nursing & Health

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Mind mapping is a visual-spatial method of representing information using nodes (information segments) to show ideas and connecting lines to define relationships between content. As a critical thinking tool, it is applicable to a range of research activities, including information management, project development, and data analysis. The purposes of this manuscript are to describe the use of mapping for qualitative data analysis, provide step-by-step instructions of how to construct mind maps, and present examples specific to qualitative data analysis. An example from a recent study of patient and provider perceptions of virtual visits demonstrates the use of Xmind in conjunction with Atlas.ti for qualitative content analysis of open-ended survey data.While coding in Atlas.ti, we used Xmind to develop dynamic memos, code networks, and themes. The memo map served to identify common coding patterns and informed subsequent coding stages. After coding in Atlas.ti, the entire code list was imported into a new map in Xmind and iteratively organized to identify conceptual groupings, similarities/differences, and key ideas. Themes were identified through pattern coding and refining code networks within the Xmind map. Map iterations formed part of the analytic trail and facilitated peer-to-peer discussions. The final map served as the model for publication. The use of mind mapping enhanced the rigor, credibility, and transparency of analyses and facilitated peer-to-peer communication. This technique can be used to manage diverse content (documents, audio/video file, image, web links, and personal notes) and thus has great potential to contribute to a variety of data management tasks. K E Y W O R D Scritical thinking, data analysis, mind mapping, qualitative

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Section: How To Develop a Digital Mapmentioning

confidence: 99%

Beyond concept analysis: Uses of mind mapping software for visual representation, management, and analysis of diverse digital data

Mammen

2018

Research in Nursing & Health

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“…Computerassisted concept mapping has been introduced as a more flexible means for producing concept maps and presents an opportunity for even greater diversity in delivering this tool to students using an online format. [25] Many students found that having the information presented in a relaxed setting with a facilitator who enjoyed the subject and was able to relate directly to their own experiences in the course made the information itself seem more approachable.…”

Section: Discussionmentioning

confidence: 99%

Peer assisted learning model to support students’ success in a complex science course

Osborne

Othman²

2019

JNEP

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The application of peer learning models, including Peer Assisted Learning (PAL), has been primarily in the clinical and simulation settings with the focus on readiness for clinical and professional practice. We present a single center experience with the design, structure and implementation of an in-house PAL tutorial in a Pathophysiology; a complex mandatory 12 weeks science course taken by 2nd-year students. This experience represents a phase and progression towards a more coherent model. In phase I, a short survey was conducted to gauge the students’ interest and assess the feasibility of a tutorial model. In Phase II and III, PAL tutorials were introduced and implemented over the course of two semesters for two cohorts of students. Phase I provided sufficient evidence to proceed with tutorial development, and provided guidance for tutorial planning and implementation. Phase II and III showed tutorial participation gradually increased over time. We have integrated complexity science as a theoretical basis that guided the study and unified the findings throughout the study. The tutorials helped students to integrate concepts from related courses, encouraged them to find similarities, and enhanced overall understanding of course content, while providing a support system to reduce anxiety and stress. The use of online material and a concept mapping approach received the most significant positive feedback as learning tools. We believe the PAL approach is important to tutorial development and, when implemented within the theoretical model of complexity science, may carry potential in developing nursing or other curricula. Further research into the application of tutorial models more broadly in nursing education curriculum is necessary to determine more coherently the unique design characteristics required.

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“…Since paper-based concept maps are two dimensional and have limited space, it is difficult to place all the possible relationships between concepts on them [9]. Computer-based concept mappings provide potential benefits for both students and educators by eliminating the limitations of the traditional paper-based concept maps [32,33]. The benefits of computer-based concept mappings are presented below:…”

Section: Computer-based Concept Mappingmentioning

confidence: 99%

“…us/), MindMup (http://www.mindmup.com/), FreeMind (http://freemind.sourceforge.net/wiki/ index.php/Main_Page), and Mindomo (https://www.mindomo.com/). These consist of multipurpose programs that enable the integration of digital data (web links, images, videos, articles) into the map [33].…”

Section: Computer-based Concept Mappingmentioning

confidence: 99%

“…PSI is an assessment tool that is formed of 32 items and a six-point Likert scale (1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = usually, 6 = always) and the Cronbach's alpha reliability coefficient of the PSI was calculated as 0.88, while the reliability coefficient was 0.85. There are six sub-dimensions that are found in the PSI, which are: Impulsive (13,14,15,17,21,25,26,30,32), Reflective (18,20,31,33,35), Problem solving Confidence (5,23,24,27,28,34), Avoidant style (1,2,3,4,11), Monitoring (6,7,8), and Planfulness (10,12,16,19). The Cronbach's alpha coefficients of the sub-dimensions are calculated as 0.74, 0.73, 0.72, 0.66, 0.76, and 0.69, respectively.…”

Section: Problem Solving Inventory (Psi)mentioning

confidence: 99%

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Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

Aşıksoy

2019

Sustainability

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Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

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Computer-Assisted Concept Mapping: Visual Aids for Knowledge Construction

Cited by 13 publications

References 18 publications

Beyond concept analysis: Uses of mind mapping software for visual representation, management, and analysis of diverse digital data

Beyond concept analysis: Uses of mind mapping software for visual representation, management, and analysis of diverse digital data

Peer assisted learning model to support students’ success in a complex science course

Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

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