Evaluating system-based strategies for managing conflict in collaborative concept mapping

Research output: Contribution to journalArticle

20 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)124-132
Number of pages9
JournalJournal of Computer Assisted Learning
Volume20
Issue number2
DOIs
Publication statusPublished - 2004 Apr 1

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group membership
conflict management
Students
student
school grade
interaction
learning

Keywords

  • Collaboration
  • Concept mapping
  • Conflict control management
  • Empirical
  • Groupware
  • Primary

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Evaluating system-based strategies for managing conflict in collaborative concept mapping. / Chiu, Chiung-Hui.

In: Journal of Computer Assisted Learning, Vol. 20, No. 2, 01.04.2004, p. 124-132.

Research output: Contribution to journalArticle

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