Supporting the Learning Process with Collaborative Concept MappingUsing Computer-Based Communication Tools and Processes.

University students are too often challenged bytheir limited skills in application, investigation, relational thinking, andcommunication of ideas. In this study, we have combined 3 tools that potentiallycan support and foster students' development in the above mentioned areasthrough student collaboration, concept mapping, and electronic technologies.The participants in this study were 26 students in two intact classes in learningtheories. In groups of 3 to 5 students, they were asked to generate 3 conceptmaps and accompanying prose over the term on 3 major issues in the field oflearning. Through the use of interviews, questionnaires, and student generatedconcept maps, students reportedly enjoyed concept mapping for its organizationaland relational properties but preferred sharing their concept maps and dialoguingwith one another in a synchronous mode where immediate feedback and flow ofthinking could be maintained when involved in constructing maps. Moreover,they did not like the redundancy offered by both prose and concept map outputs,suggesting that while concept mapping can be an arena for generating and generallystructuring ideas, prose can be a means of communicating such ideas in a formthat is common to most people. This is particularly important for teachersand students who have difficulty navigating through maps alone. [ABSTRACT FROM AUTHOR]