Promoting Collaboration With Resource Interdependence to Enhance Learning With Concept Mapping

• In Event: Innovative Approaches to Support Autonomous Learning

Abstract

Few studies have compared collaborative concept mapping (CCM) with other rigorous collaborative strategies, and fewer CCM studies have reported intentional collaboration between group members. This study uses a 2×2 factorial design in which collaborative activity (concept mapping vs. summary writing) was crossed with resource distribution (interdependence vs. independence). Participants were 428 undergraduates who were assigned to dyads. The 214 dyads were then randomly assigned to one of four conditions. The dependent measures were immediate retention and transfer, and mental effort. Results indicated a significant main effect for resource distribution for recall. However, no other significant effects were obtained indicating that the conditions yielded comparable learning outcomes. Theoretical, empirical, and practical implications of the results will be discussed at the conference.

Authors

• Rachel Min Wong, The University of Tennessee

• Olusola Olalekan Adesope, Washington State University