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Evaluating system‐based strategies for managing conflict in collaborative concept mapping
Author(s) -
Chiu C.H.
Publication year - 2004
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2004.00072.x
Subject(s) - conflict management , control (management) , concept map , group (periodic table) , cooperative learning , collaborative learning , mathematics education , psychology , computer supported collaborative learning , computer science , knowledge management , teaching method , sociology , artificial intelligence , social science , chemistry , organic chemistry
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.