Exploring the Process of Planning and Implementation Phases in an Online Project-Based Discussion Activity Integrating a Collaborative Concept-Mapping Tool

Abstract

Project-based learning may enhance students' cognitive skills and knowledge construction. Online discussion stimulates the social interactions of project-based learning, and appropriate cognitive tools (such as concept maps) facilitate the coordination, planning, and implementation of projects. Currently, related studies on project-based learning environments that integrate concept-mapping and discussion tools are sporadic. This study explored the behavioral patterns of learners' concept-mapping processes and the cognitive processing patterns of online discussion content conducted in a project-based learning environment equipped with both concept-mapping and online discussion tools. This study also compared the differences in behavioral patterns in the two main project-based learning phases: planning and implementation. This study employed content and sequential analyses to conduct empirical analyses with 48 college students as participants over a two-month period of teaching activities. The results showed that the behavioral patterns of learners exhibited more diversified operations and discussion during the planning phase. In addition, the use of concept mapping allowed participants to focus on the discussion task. This study proposes teaching practices and research recommendations based on the results. © 2013 De La Salle University.

Keywords

Author Keywords

Project-Based Learning Concept mapping online discussion behavioral pattern Cognitive processing

Index Keywords

Author Affiliations

Sec. 4, National Taiwan University of Science and Technology, Taipei, Taiwan

National Taiwan Normal University, Taipei, Taiwan

Funding & Acknowledgements

Ministry of Education, MOE

Acknowledgments This work was supported by ‘‘Aim for the Top University Project’’ of the National Taiwan Normal University and the Ministry of Education, Taiwan, R.O.C. and National Science Council, under contract number NSC-100-2628-S-011-001-MY4, NSC-100-3113-S-011-001, NSC-100-2631-S-011-002, and NSC -99-2511-S-011-007-MY3.

National Science Council, NSC

Grant: -99-2511-S-011-007-MY3, NSC-100-2628-S-011-001-MY4, NSC-100-2631-S-011-002, NSC-100-3113-S-011-001

Acknowledgments This work was supported by ‘‘Aim for the Top University Project’’ of the National Taiwan Normal University and the Ministry of Education, Taiwan, R.O.C. and National Science Council, under contract number NSC-100-2628-S-011-001-MY4, NSC-100-3113-S-011-001, NSC-100-2631-S-011-002, and NSC -99-2511-S-011-007-MY3.

National Taiwan Normal University, NTNU

Acknowledgments This work was supported by ‘‘Aim for the Top University Project’’ of the National Taiwan Normal University and the Ministry of Education, Taiwan, R.O.C. and National Science Council, under contract number NSC-100-2628-S-011-001-MY4, NSC-100-3113-S-011-001, NSC-100-2631-S-011-002, and NSC -99-2511-S-011-007-MY3.

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Exploring the Process of Planning and Implementation Phases in an Online Project-Based Discussion Activity Integrating a Collaborative Concept-Mapping Tool

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