Concept Mapping and the Self: Exploring Transfer Outcomes in Adult Students

• In Event: AERA Poster Session 2
  In Poster Session: Adult Literacy and Adult Education Posters (San Diego)

Abstract

A popular learning activity, concept maps have historically shown positive student learning outcomes. Likewise, learners who connect their experiences or traits with new knowledge are more likely to remember that knowledge. In this study, we ask whether relating the self in concept maps improves learning transfer. Using a segmented repeated measures design, we collected transfer scores across eight time points. Participants completed a concept map followed one week later by a written application assignment. After the fourth measure, we asked participants to reference themselves in their concept maps. Using a GEE model, we found a significant positive interaction in transfer over time after the intervention.

Authors

• Daniel A. Parker, Digital Promise

• Kevin M Roessger, University of Arkansas