Supporting interdisciplinary collaborative concept mapping with individual preparation phase

Abstract

Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction. However, not much is known about the individual and collaborative learning processes during collaborative concept mapping (CCM) in interdisciplinary knowledge construction. Premised on literature on collaboration scripts to scaffold the collaboration process, this study investigates the effect of an individual preparation phase prior to collaborative work on the epistemic and social processes of knowledge co-construction, as well as the degree of interdisciplinary knowledge integration in collaborative concept mapping. A total of N = 42 third year university students were put into one of the two experimental conditions: with individual preparation phase (WIP) and without individual preparation phase (WOIP). Students worked on a collaborative assignment to integrate interdisciplinary knowledge in collaborative concept mapping. Data for analysis was derived from audio recordings of the collaborative discourse in both experimental conditions. Chi-square test was conducted to investigate if there were significant differences between the effects of WIP and WOIP on the epistemological and social dimension. Findings showed that groups in the WIP condition showed significantly more verification, clarification and positioning statements in the epistemic dimension and also significantly more integration-oriented and conflict-oriented consensus building in the social dimension as compared to groups in the WOIP condition. On the degree of interdisciplinary knowledge integration, independent sample t-tests showed that there was no significant difference for concepts, domains and cross-links between the two experimental conditions. However, there was significant difference in types of cross-links for the CCMs in the WIP condition.

The Interaction Effect of Group Formation and Individual Preparation on Computer Support Collaborative Engineering Design: An Exploratory Study

“…Heterogeneous groups tended to reach consensus and make decisions by integrating both sides' opinions when there was an individual preparation, compared to more quick-consensus building practices in the immediate collaboration condition. These behaviours all indicated the higher-order thinking process when students were more "prepared" for the teamwork (Mende et al, 2021), which also corresponds to the higher quality of their design solutions as the collaboration product (Farrokhnia et al, 2019;Tan et al, 2021).…”

“…The main role of individual preparation before collaboration, compared with direct collaboration, lies in several aspects: activating prior knowledge, exposing knowledge gaps, facilitating engagement, and increasing sensitivity to noticing (Lam & Kapur, 2018). The individual preparation before collaboration, recognised in previous empirical studies (e.g., Beers et al, 2006;Farrokhnia et al, 2019), showed higher learning gains (Salomon, 1997;Stahl, 2006), higher motivation for group work (Van Boxtel et al, 2000), better collaboration products (Engelmann et al, 2014;Engelmann et al, 2009) as well as more indepth knowledge co-construction discourse (Tan et al, 2021). Meanwhile, a series of studies by Tsovaltzi et al (2015) identified knowledge solidification as a result of individual preparation before collaboration, and that students became less likely to accept alternative opinions during the following discussion, which directly interrupted the knowledge co-construction at the group level.…”

Carga cognitiva en el aprendizaje colaborativo: Una revisión sistemática

“…Asimismo, los conocimientos previos del estudiante reducen la carga intrínseca y mejoran la eficiencia del aprendizaje colaborativo, como muestra un experimento donde una preparación individual previa facilita la asimilación de conocimientos durante la colaboración grupal posterior (Tan, De Weerd y Stoyanov, 2021); así como otro estudio que revela que la experiencia en tareas relevantes optimiza la coordinación grupal por la menor carga extrínseca (Zambrano et al, 2019), de modo que el nivel de participación, motivación y saberes existentes impactan en la distribución de la carga cognitiva pertinente en actividades colaborativas.…”

Propuesta de un modelo analítico de artículos de aprendizaje colaborativo a nivel universitario publicados en los últimos cinco años

“…Independientemente de la teoría particular en la cual se apoyen, los autores, desde el socioconstructivismo, coinciden en hacer especial hincapié en las interacciones sociales. Es justamente en estas interacciones y en la negociación que los estudiantes logran construir nuevos conocimientos y generar significados compartidos (Borge et al, 2018;Heimbuch et al, 2018;Rojas et al, 2019;Hayashi, 2020;Heinonen et al, 2020;Pham, 2021;Tan et al, 2021).…”

“…Otro ejemplo donde se analizó el discurso colaborativo es el artículo de Tan et al (2021). La diferencia de este artículo en relación a los anteriores radica en el hecho de que, en este, los estudiantes en grupos de cinco y seis integrantes construyeron un mapa conceptual colaborativo en una modalidad de enseñanza presencial.…”