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Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams

Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams

Päivi Immonen-Orpana, Mauri Åhlberg
Copyright: © 2010 |Pages: 23
ISBN13: 9781599049922|ISBN10: 1599049929|EISBN13: 9781599049939
DOI: 10.4018/978-1-59904-992-2.ch011
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MLA

Immonen-Orpana, Päivi, and Mauri Åhlberg. "Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams." Handbook of Research on Collaborative Learning Using Concept Mapping, edited by Patricia Lupion Torres and Rita de Cássia Veiga Marriott, IGI Global, 2010, pp. 215-237. https://doi.org/10.4018/978-1-59904-992-2.ch011

APA

Immonen-Orpana, P. & Åhlberg, M. (2010). Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams. In P. Lupion Torres & R. de Cássia Veiga Marriott (Eds.), Handbook of Research on Collaborative Learning Using Concept Mapping (pp. 215-237). IGI Global. https://doi.org/10.4018/978-1-59904-992-2.ch011

Chicago

Immonen-Orpana, Päivi, and Mauri Åhlberg. "Collaborative Learning by Developing (LbD) Using Concept Maps and Vee Diagrams." In Handbook of Research on Collaborative Learning Using Concept Mapping, edited by Patricia Lupion Torres and Rita de Cássia Veiga Marriott, 215-237. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-59904-992-2.ch011

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Abstract

Collaborative Learning by Developing (LbD) was researched in a University course. The focus was reflective metacognitive competence development (Appendix 1.) of Physiotherapy students. The authors used both individual and collaborative concept mapping and improved Vee heuristics in learning process evaluation. The content of the design experiment was ‘Coping at Home’. As educational research it was a design experiment, a multi-case, multi-method study. The core concept of the study unit and development project was ‘successful aging’. Both Cmap Recorder and videotaping of discussions during group concept mapping were used. The main result was that plenty of face-to-face dialogue was needed before the shared understanding and group concept maps were created. First the main concepts were fixed and then other concepts and their relationships were elaborated. Differences between individuals and two groups are analysed. In the collaborative learning process, the feeling in both groups was as if they had a unified and shared thinking process. Students continued each others talking and thinking very fluently like they had had “common brains”.

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