Visualizing Social Science Research: Maps, Methods, &amp;
                    Meaning

Wheeldon, Johannes; Åhlberg, Mauri

doi:10.4135/9781483384528

Cited by 57 publications

(50 citation statements)

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“…Los mapas mentales se han utilizado como estrategia didáctica y como técnica para reunir datos en investigación cualitativa (Wheeldon y Ahlberg, 2012). En este caso resultan especialmente interesantes porque focalizan en un tema o idea central y "radian" hacia afuera ideas asociadas, basadas en relaciones y ejemplos y, si son elaborados de manera libre por los sujetos con mínimas instrucciones por parte del investigador, promueven la reflexión de los participantes (Wheeldon y Ahlberg, 2012).…”

Section: Recogida De Datosunclassified

Beyond the tools: analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitaria

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2014

Cultura y Educación

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Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitaria Beyond the Technology: Analysing Personal, and Group, Learning Environments in a University Course Linda Castañeda Universidad de MurciaJordi Adell Universitat Jaume I Resumen:En este artículo se presentan los resultados de un estudio en el que se pretende analizar los componentes que estructuran y configuran los entornos personales de aprendizaje (PLE) de un grupo limitado de estudiantes en el marco de la enseñanza universitaria. Se trata de un estudio de caso que pretende ir más allá de la mera descripción tecnológica del PLE e intentar conocer cómo las actividades y procesos que se ponen en marcha en una tarea académica universitaria tienen relación -o no-con los componentes del PLE (leer, hacer/reflexionar y compartir) y si además estas actividades se apoyan o no en tecnologías telemáticas.Los resultados obtenidos reafirman la naturaleza del PLE como enfoque pedagógico con una fuerte base tecnológica y además sugieren una estrecha relación entre las creencias y expectativas de los estudiantes respecto de las tareas académicas y la importancia que dan a cada componente en su proceso de aprendizaje.Palabras clave: entornos personales de aprendizaje, PLE, educación formal, procesos de aprendizaje, tecnologías de la información y la comunicación, mapas mentales. AbstractThis paper reports the results of a naturalistic study with higher education students that describe and draw their learning environments for working in groups in academic tasks as well as for individual working (PLEs). In this study we want to analyse how they are organizing their learning activities and processes (reading, reflecting and sharing knowledge) and how these learning processes are integrated on their PLE. 2In order to achieve that, students had to reflect about the basic "components" of their learning process:reading (in a multimedia way, not only by text), doing/reflecting (creating cognitive artifacts), and sharing (discussing, showing, and providing and receiving feedback from and to a community of reference). Moreover, they have made relationships between those components and technological tools, if they use any, and have created mind maps for representing their PLEs.The principal aim is try to understand how PLE are organized and how are perceived by learners but not starting from the technological point of view but from the learning processes perspective.The principal results confirm the strong nature of PLEs as a pedagogical approach with a strong technological base. In addition, those results suggest a close relationship between students´ beliefs and expectations, related to academic tasks, as well as the importance they give to each component of their learning process.

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Section: Recogida De Datosunclassified

Beyond the tools: analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitaria

Quintero

Segura

2014

Cultura y Educación

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“…The end result is a diagram that reflects the highly personal ways of thinking and understanding of the author. Besides, concepts, i.e., pieces of information as "nodes", are just as important as the links between them-and both these aspects reflect very well the considerations of cognitive learning theory, namely that the student has to be able to form a connection between parts, and especially between their existing knowledge and new information, based on a personal understanding of the material [38] (pp. 25-27, 79-80).…”

Section: Learning Outcomementioning

confidence: 99%

“…Notably, diagrams help the respondent express what might be difficult to articulate in writing or speech, the influence of the researcher on responses given in this form is minimal, and a unique data structure is created, which opens up the possibility of both qualitative and quantitative analysis [38,40]. In both T1 and T2, our respondents drew a mind map around the central concept of "Sociology" (this was the only instruction).…”

Section: Learning Outcomementioning

confidence: 99%

“…Diagrammatic elicitation, that is, the use of diagrams in data gathering, has many advantages [39]. Notably, diagrams help the respondent express what might be difficult to articulate in writing or speech, the influence of the researcher on responses given in this form is minimal, and a unique data structure is created, which opens up the possibility of both qualitative and quantitative analysis [38,40].…”

Section: Learning Outcomementioning

confidence: 99%

“…Concepts can form chains and branches, and can also be connected by cross-links (see examples on Figures 1 and 2). The diagram allows so much freedom that besides words, small signs and pictures can also be added, parts can be of any color, lines of any width the creator likes [38] (pp. 21-24).…”

Section: Learning Outcomementioning

confidence: 99%

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Abstract:The article discusses a study on learning outcomes in an introductory Sociology course in a higher education setting. A quantitative model similar to education production functions is hypothesized. Independent variables include socio-demographic and psychological ones, as well as others pertaining to the learning environment. Learning is measured with the binary categories of "deep" and "surface" outcomes, which are qualitatively different, and are based on the comparison of mind maps drawn by students at the beginning and end of their first semester. Questionnaire data was collected from 264 first-year students of a Social Science Faculty. Significant effects on learning outcome are found for family background, major area of study, and teacher's gender.

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Visualizing Social Science Research: Maps, Methods, & Meaning

Cited by 57 publications

References 0 publications

Beyond the tools: analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitaria

Beyond the tools: analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitaria

Learning Outcomes in an Introductory Sociology Course: The Role of Learning Approach, Socio-Demographic Characteristics, Group and Teacher Effects

Epistemologies of Cyberspace: Notes for Interdisciplinary Research

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