Using Concept Maps to Learn Complex Material Online PROCEEDINGS
Ying Geng, Susan Miller, Kent State University, United States ; Robert Zheng, Aaron Dewald, University of Utah, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Our purpose was to test the effect of placement of concept maps on learning complex material online. Blocked by their scores on a test of spatial ability, college students were randomly assigned to one of three experimental conditions (map first, map last and no map). A 3 X 2 MANOVA was performed on two correlated dependent variables: recall and application. There were no main effects for either, but the interaction of treatment by spatial ability was statistically significant. For the dependent variable recall, students with high spatial ability outperformed students with lower spatial ability. For the dependent variable application of knowledge, low spatial ability students in the no map condition (control group) scored low compared to students in the map before and map after groups. However, the opposite was true for high ability students in the no map condition. They outperformed their counterparts in the map conditions.
Geng, Y., Miller, S., Zheng, R. & Dewald, A. (2011). Using Concept Maps to Learn Complex Material Online. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 119-127). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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