Expert Examples and Prompted Reflection in Learning with Self-Generated Concept Maps

Autor/inn/en	Eshuis, Elise H.; ter Vrugte, Judith; Anjewierden, Anjo; de Jong, Ton
Titel	Expert Examples and Prompted Reflection in Learning with Self-Generated Concept Maps
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 2, S.350-365 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eshuis, Elise H.) ORCID (ter Vrugte, Judith) ORCID (de Jong, Ton)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12615
Schlagwörter	Reflection; Concept Mapping; Knowledge Representation; Instructional Effectiveness; Secondary School Students; Vocational High Schools; Electronic Learning; Feedback (Response); Teaching Methods + Suchen Sie Ihr Suchwort? Concept Map; Wissensrepräsentation; Unterrichtserfolg; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoretically, students could benefit from additional support, but it is unclear whether this might also be the case for (more practical-oriented) secondary vocational students. Objectives: This study investigated whether the effectiveness of concept maps for learning could be improved by providing students with expert examples and reflection prompts in addition to their self-generated concept maps. Methods: First-year secondary vocational students (N = 91, M[subscript age] = 17.3 years) participated in this study, which utilized a pretest-intervention-posttest design. Regarding the intervention, students worked in two successive online learning environments, in which they had to present their knowledge in concept maps. After creation, students' concept maps were, depending on condition, supplemented with (1) an expert example with comparative feedback (a combined concept map) and related reflection prompts, (2) the combined concept map only, or (3) no combined concept map and no prompts. Results and Conclusions: Analyses based on students' domain knowledge demonstrate that students significantly increased their knowledge in all conditions. Data indicate that there was no significant difference in knowledge gain between conditions. Further analysis showed that students in the experimental conditions demonstrated higher learning gains if they consulted the combined concept map more often than their peers. Implications: Access to an example in addition to students' self-generated concept maps seems promising in fostering their knowledge acquisition. However, secondary vocational students might need additional ways of support to guarantee higher learning gains. Avenues to increase the effectiveness of support are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01