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Evaluating system‐based strategies for managing conflict in collaborative concept mapping
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| Zeitschriftentitel: | Journal of Computer Assisted Learning |
|---|---|
| Personen und Körperschaften: | |
| In: | Journal of Computer Assisted Learning, 20, 2004, 2, S. 124-132 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Wiley
|
| Schlagwörter: |
| author_facet |
Chiu, C.‐H. Chiu, C.‐H. |
|---|---|
| author |
Chiu, C.‐H. |
| spellingShingle |
Chiu, C.‐H. Journal of Computer Assisted Learning Evaluating system‐based strategies for managing conflict in collaborative concept mapping Computer Science Applications Education |
| author_sort |
chiu, c.‐h. |
| spelling |
Chiu, C.‐H. 0266-4909 1365-2729 Wiley Computer Science Applications Education http://dx.doi.org/10.1111/j.1365-2729.2004.00072.x <jats:title>Abstract</jats:title><jats:p>This study examined the influence of various conflict management mechanisms embedded into computer‐supported collaborative concept mapping systems on the behaviour and learning of elementary students. Four conflict management mechanisms were compared: an <jats:italic>assign</jats:italic> design, in which the mapping control was designated to a particular group member; a <jats:italic>rotate</jats:italic> design, in which the mapping control was rotated among the group members; a <jats:italic>give</jats:italic> design, in which the child with mapping control could relinquish control to another group member; and an <jats:italic>open</jats:italic> design, in which every group member simultaneously had mapping control. Ninety‐six fifth and sixth grade Taiwanese students participated in this study. They were arranged into <jats:italic>assign</jats:italic>, <jats:italic>rotate</jats:italic>, <jats:italic>give</jats:italic>, or <jats:italic>open</jats:italic> three‐member groups to generate collaboratively shared concept maps. Student interactions, attitudes, and achievement were analysed. The results suggest that each conflict management mechanism has a different effect on the elementary students.</jats:p> Evaluating system‐based strategies for managing conflict in collaborative concept mapping Journal of Computer Assisted Learning |
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Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
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Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
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Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
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Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
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Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
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Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
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evaluating system‐based strategies for managing conflict in collaborative concept mapping |
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Computer Science Applications Education |
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http://dx.doi.org/10.1111/j.1365-2729.2004.00072.x |
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2004 |
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124-132 |
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<jats:title>Abstract</jats:title><jats:p>This study examined the influence of various conflict management mechanisms embedded into computer‐supported collaborative concept mapping systems on the behaviour and learning of elementary students. Four conflict management mechanisms were compared: an <jats:italic>assign</jats:italic> design, in which the mapping control was designated to a particular group member; a <jats:italic>rotate</jats:italic> design, in which the mapping control was rotated among the group members; a <jats:italic>give</jats:italic> design, in which the child with mapping control could relinquish control to another group member; and an <jats:italic>open</jats:italic> design, in which every group member simultaneously had mapping control. Ninety‐six fifth and sixth grade Taiwanese students participated in this study. They were arranged into <jats:italic>assign</jats:italic>, <jats:italic>rotate</jats:italic>, <jats:italic>give</jats:italic>, or <jats:italic>open</jats:italic> three‐member groups to generate collaboratively shared concept maps. Student interactions, attitudes, and achievement were analysed. The results suggest that each conflict management mechanism has a different effect on the elementary students.</jats:p> |
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| description | <jats:title>Abstract</jats:title><jats:p>This study examined the influence of various conflict management mechanisms embedded into computer‐supported collaborative concept mapping systems on the behaviour and learning of elementary students. Four conflict management mechanisms were compared: an <jats:italic>assign</jats:italic> design, in which the mapping control was designated to a particular group member; a <jats:italic>rotate</jats:italic> design, in which the mapping control was rotated among the group members; a <jats:italic>give</jats:italic> design, in which the child with mapping control could relinquish control to another group member; and an <jats:italic>open</jats:italic> design, in which every group member simultaneously had mapping control. Ninety‐six fifth and sixth grade Taiwanese students participated in this study. They were arranged into <jats:italic>assign</jats:italic>, <jats:italic>rotate</jats:italic>, <jats:italic>give</jats:italic>, or <jats:italic>open</jats:italic> three‐member groups to generate collaboratively shared concept maps. Student interactions, attitudes, and achievement were analysed. The results suggest that each conflict management mechanism has a different effect on the elementary students.</jats:p> |
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| spelling | Chiu, C.‐H. 0266-4909 1365-2729 Wiley Computer Science Applications Education http://dx.doi.org/10.1111/j.1365-2729.2004.00072.x <jats:title>Abstract</jats:title><jats:p>This study examined the influence of various conflict management mechanisms embedded into computer‐supported collaborative concept mapping systems on the behaviour and learning of elementary students. Four conflict management mechanisms were compared: an <jats:italic>assign</jats:italic> design, in which the mapping control was designated to a particular group member; a <jats:italic>rotate</jats:italic> design, in which the mapping control was rotated among the group members; a <jats:italic>give</jats:italic> design, in which the child with mapping control could relinquish control to another group member; and an <jats:italic>open</jats:italic> design, in which every group member simultaneously had mapping control. Ninety‐six fifth and sixth grade Taiwanese students participated in this study. They were arranged into <jats:italic>assign</jats:italic>, <jats:italic>rotate</jats:italic>, <jats:italic>give</jats:italic>, or <jats:italic>open</jats:italic> three‐member groups to generate collaboratively shared concept maps. Student interactions, attitudes, and achievement were analysed. The results suggest that each conflict management mechanism has a different effect on the elementary students.</jats:p> Evaluating system‐based strategies for managing conflict in collaborative concept mapping Journal of Computer Assisted Learning |
| spellingShingle | Chiu, C.‐H., Journal of Computer Assisted Learning, Evaluating system‐based strategies for managing conflict in collaborative concept mapping, Computer Science Applications, Education |
| title | Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
| title_full | Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
| title_fullStr | Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
| title_full_unstemmed | Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
| title_short | Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
| title_sort | evaluating system‐based strategies for managing conflict in collaborative concept mapping |
| title_unstemmed | Evaluating system‐based strategies for managing conflict in collaborative concept mapping |
| topic | Computer Science Applications, Education |
| url | http://dx.doi.org/10.1111/j.1365-2729.2004.00072.x |