Evaluating system-based strategies for managing conflict in collaborative concept mapping
نویسنده
چکیده
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 assign design, in which the mapping control was designated to a particular group member; a rotate design, in which the mapping control was rotated among the group members; a give design, in which the child with mapping control could relinquish control to another group member; and an open 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 assign, rotate, give, or open 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.
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ورودعنوان ژورنال:
- J. Comp. Assisted Learning
دوره 20 شماره
صفحات -
تاریخ انتشار 2004