WWW-intensive concept mapping for metacognition in solving ill-structured problems

Int. J. Cont. Engineering Education and Lifelong Learning 01/2006; 16. DOI: 10.1504/IJCEELL.2006.009205

ABSTRACT Concept mapping is one of the most intimate and most dynamic learning support activities that needs still a drastic further evolution of methods and tools. WWW-based concept mapping gains momentum quite fast now and needs a solid reviewing of the various approaches and the empirical effects. This article bridges the technological advance of WWW-based concept mapping tools and its more recent effects on learning by problem solving. The results show that it added value manifests in the phases of idea generation and selection. The mapping approach caused a broader perception and a greater diversity of ideas. The conclusion is that further investments are needed to make WWW-based mapping more accessible and integrated in WWW-based learning management systems. Reference to this paper should be made as follows: Stoyanov, S. and Kommers, P. (2006) 'WWW-intensive concept mapping for metacognition in solving ill-structured problems', Int. J. Cont. Engineering Education and Lifelong Learning, Vol. 16, Nos. 3/4, pp.297–316. Biographical notes: Slavi Stoyanov is with Educational Technology Expertise Centre at Open University of The Netherlands. He has a PhD degree on Instructional Technology from the University of Twente, The Netherlands. The professional interests of Stoyanov include domains such as cognitive mapping, learning to solve ill-structured problems, individual differences in learning, and people ware.

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    ABSTRACT: The paper defines and empirically validates the concept of performance support system in higher engineering education. The validation of the concept is based upon two studies: a pilot and an experiment, on the effect of performance support system on achievements and attitudes of students. The experimental study confirmed the expectation that the performance support system produced significantly better results than the traditional method of teaching when achievements of students were compared. The analysis of the students' attitudes towards the method revealed that the operationalisation of support was better implemented in the performance support software application than performance. University of the Netherlands. His current research interests include instructional design for e-learning, learning to solve ill-structured problems, cognitive mapping and individual differences in learning. Piet Kommers is an Associate Professor in the Faculty of Behavioural Sciences at the University of Twente, The Netherlands. His specialties are media, education and communication. Theo Bastiaens is a Professor of media didactic at the University in Hagen, Germany. His domains of expertise are didactic of e-learning, human resources development and instructional design. Catalina Martínez Mediano is a Professor at the Faculty of Education of the Spanish National University for Distance Education (UNED). Her research interests include distance education, adult learning and programme evaluation.
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