This study investigated group interaction processes in network supported collaborative concept mapping and the influence these group interaction processes had upon group concept mapping performance. A total of 36 in-service teachers and pre-service student teachers engaged in this study. It was found that group concept mapping performance was significantly correlated to the quantity of group interaction, particularly complex co-operation interaction. Suggestions for a further improvement in the system design to support collaborative concept mapping are also provided in this paper.
- Architectures for educational technology system
- Co-operative/collaborative learning
- Computer-mediated communication
- Distributed learning environments
- Interactive learning environments
ASJC Scopus subject areas
- Computer Science(all)