Showing papers on "Concept map published in 2021"

Hospitality Students’ Acquisition of Knowledge and Skills through a Virtual Field Trip Experience

Abstract: This study examines hospitality management students’ expectations and acquisition of knowledge and skills through the use of a Virtual Field Trip (VFT) platform. In total 135 students in Australia responded to pre- and post- open-ended questionnaires. The pre-questionnaire sought students’ expectations of knowledge and skill acquisition, whereas the post-questionnaire sought their perceptions of actual acquisition of knowledge and skill after engagement with the VFT. The empirical material was thematically analyzed using the textual analysis program Leximancer, facilitating an iterative process moving between codes and participants’ responses. Concept maps were generated thus visualizing thematic relationships. Findings reveal VFT provides a technology-enhanced solution to practice-based knowledge and employability skill acquisition that is successful in supporting assessment tasks and enhancing learning outcomes. Students also reported improvements in their knowledge about the functioning of hotels and an increase in their abilities to operationalize food and beverage systems after using the VFT. Hence, VFT can be an effective technological learning tool for the acquisition of knowledge and skills in hospitality and other fields.

Health management students' self-regulation and digital concept mapping in online learning environments.

Abstract: Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.

Muslims and Mental Health Services: A Concept Map and a Theoretical Framework.

Abstract: Muslim populations in Western countries are growing, and they face biopsychosocial, spiritual, and economic challenges. Although Islam gives utmost attention to mental health stability, Muslims tend to underutilize mental health services. Mental health professionals, whether they be researchers, practitioners, or trainers working in schools, colleges/universities, mental health agencies, and research institutions, are well positioned to serve Muslims. Mental health professionals can address Muslims’ biopsychosocial and spiritual issues and enhance their quality of life. In the current study, as the authors, we (a) reviewed 300 peer-reviewed manuscripts on Muslim mental health to understand how researchers have used concept maps or theoretical frameworks to design their empirical research, (b) prepared a comprehensive concept map based on the literature review to determine the central concepts affecting Muslims’ approach to the use of mental health services, and (c) proposed a contextual theoretical (conceptual) framework. We titled the framework as Muslims’ approach to use of mental health services based on the Theory of Planned Behavior and the Theory of Reasoned Action (TPB/TRA) in the context of a Social Ecological Model (SEM). We drew the framework based on TPB/TRA, SEM, and the review of Muslim mental health literature (the concept map). The concept map and the framework provide the most important constructs about challenges Muslim’s face when attempting to utilize mental health services. Future researchers can use the concept map and the framework to conduct theoretically and evidence-based grounded empirical research. We provided implications for researchers, practitioners, educators, and social advocates wishing to contribute to service provision to this population.

Applying visual mapping techniques to promote learning in community-based medical education activities

Abstract: Teaching and learning Community-Based Medical Education (CBME) requires the active engagement of students in various activities to cover planned curricular content. CBME being multifaceted involves careful application and formation of links when attending to community health problems and public health issues. Students often depend on factual recall rather than ‘engaging in’, to counteract the broad and comprehensive nature of CBME. This study was conducted to assess the effectiveness of Visual mapping techniques as a learning tool in a CBME program for the subject Community Medicine and thereby assist medical undergraduate students in overcoming identified learning challenges. An interventional study was conducted where medical undergraduates were randomly assigned to two different groups (each group = 30). After sensitization, a broad theme was taught to both the groups as a part of community-based teaching (CBT), each week for a month. The students in the intervention group were given the assignment to draw visual maps using the mind mapping & concept mapping techniques, after each CBT session, while the control group had Question-Answer session with built-in discussion (Conventional method) by an equally qualified, experienced faculty with no mapping assignments. A surprise written examination was conducted on the topics taught, and scores of both the groups were compared. Feedback was obtained from the intervention group. Mean score of the examination by the intervention group (29.85 ± 3.22) was significantly higher than and that of the control group (23.06 ± 4.09) (t = 7.14 and p < 0.05). The students shared that the assignment of drawing mind and concept maps for topics taught helped in attempting questions of the written examination by facilitating easy recall of the information learned. It aided to frame the answers to descriptive questions in a structured way with the use of keywords. However, identifying the concepts and establishing relationship between them was slightly challenging. ‘Visual mapping’ in the form of Mind and Concept mapping was found to be an effective learning tool for multifaceted CBME especially in promoting meaningful learning and facilitating rational thinking by the medical undergraduates.

A concept map to support the planning and evaluation of artifacts in the initial phases of PSS design

Abstract: Designing Product-Service Systems (PSS) is associated with multiple problems and challenges, usually derived from its multidisciplinarity and partially intangible nature. One particular issue is the high likelihood of ignoring the creation of relevant information regarding one or more PSS elements during the early design phases. Proceeding to later stages (e.g., detailed design) without generating the required information regarding all PSS elements and their relationships may lead to rework and lack of integration. Dealing with this problem requires adequate planning and evaluation of the artifacts (such as documents and models) created in the initial design phases. As a fundamental theoretical basis to support the creation of solutions that may help project managers dealing with this challenge, this paper presents a concept map to structure the concepts that compose artifacts resulting from the initial stages of PSS design and how those concepts interrelate. This concept map aims to structure which classes of information should be defined in the early phases of the design process before proceeding to a detailed design. The concept map was created by extracting concepts and relationships proposed in classifications, taxonomies, ontologies, meta-models, and concept maps in the PSS and servitization fields. Those documents were identified through a comprehensive systematic literature review. The resulting concept map was verified for completeness against formal documentation of two retrospective PSS design projects. The final proposed concept map is composed of 143 concepts interconnected through 278 relationships. In its current format, the concept map may be used as a checklist to support project managers in planning and evaluating early phases of PSS design based on information completeness. Researchers may also employ it to deploy ontologies, approach further knowledge and information-related challenges in PSS design, or structure PSS-related model-based systems engineering approaches. In future research, this concept map shall be deployed in a meta-model based on artifacts commonly used in PSS design, structuring a computational tool to allow and support practical application on planning and evaluating PSS design projects.

Design and development of semi-automatic concept map authoring support tool

Abstract: This research, to design and develop a concept map authoring support tool, adopts a semi-automatic concept mapping approach to help teachers create concept maps from English readings. A concept map is widely regarded as a useful teaching and learning tool. It offers many potential advantages apart from representing the students’ knowledge and understanding during learning. Students’ engagement in using and creating concept maps with a computer-enabled concept mapping tool raises concept maps’ potential benefits. It contributes to the learning process and improves the students’ meaningful learning. The Kit-Build concept map framework, which incorporates a technology-enabled concept mapping tool, uses concept map recomposition as its essential learning activity. In learning with Kit-Build, teachers compose concept maps that they want the students to achieve. The teachers’ maps are then decomposed into components from which the students recompose and reflect deeply on their understanding. The difference between teacher’s and students’ concept maps depicts the gap between teachers’ expected understanding and students’ actual understanding. Hence, the teachers’ concept map becomes an essential part of learning with Kit-Build. For some teachers, creating a good concept map for learning is difficult and time-consuming. Hence, support to improve teachers’ productivity in creating concept maps is essential. The findings suggest that the support tool yields better concept mapping efficiency while maintaining concept maps of similar quality. Teachers also found that the support tool was useful. Therefore, semi-automatic concept mapping with the supported Kit-Build concept map authoring tool has been shown to be a better approach.

Comparing and combining retrieval practice and concept mapping

Abstract: Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might produce especially robust effects when the two activities are combined In two experiments, students studied educational texts and practiced retrieval (by freely recalling the texts), created concept maps, or completed both activities In the combined-activity condition, students studied and created concept maps prior to practicing retrieval On a 1-week delayed assessment, practicing retrieval enhanced learning relative to creating concept maps Surprisingly, combining concept mapping and retrieval practice failed to produce any benefit over retrieval practice without concept mapping, even though students in the combined condition spent substantially more time engaged with the materials than did students in single-activity conditions (PsycInfo Database Record (c) 2021 APA, all rights reserved)

A literature review of open-ended concept maps as a research instrument to study knowledge and learning

Abstract: In educational, social or organizational studies, open-ended concept maps are used as an instrument to collect data about and analyze individuals’ conceptual knowledge. Open-ended concept map studies devoted to knowledge and learning apply a variety of methods of analysis. This literature review systematically summarizes the various ways in which open-ended concept maps have been applied in previous studies of knowledge and learning. This paper describes three major aspects of these studies: what methods of analysis were used, what concept map characteristics were considered, and what conclusions about individuals’ knowledge or understanding were drawn. Twenty-five studies that used open-ended concept maps as a research instrument were found eligible for inclusion. In addition, the paper examines associations between the three aspects of the studies and provides guidelines for methodological coherence in the process of such analysis. This review underscores the importance of expatiating on choices made concerning these aspects. The transparency provided by this method of working will contribute to the imitable application of open-ended concept maps as a research tool and foster more informed choices in future open-ended concept map studies.”

Effect of Digital Learning Using Augmented Reality with Multidimensional Concept Map in Elementary Science Course

Abstract: This study explores whether learning approaches combining augmented reality and multidimensional concept maps (ARMCMs) would improve learning effectiveness, learning motivation, learning satisfaction, and cognitive load more than multidimensional concept maps (MCMs) and augmented reality (AR) learning do. The study employed a quasi-experimental design, and the subjects were 93 students from an elementary school in Taiwan. By dividing the students into ARMCMs group, MCMs group, and AR group, the results show that the learning with ARMCMs can provide better promotion on learning motivation and positive influences on learning effectiveness, learning satisfaction, and cognitive load.

Concept map as a teaching and learning tool for medical students.

Abstract: BACKGROUND AND AIM: Concept maps hold great potential for the students as it helps in the formulation of new concepts as well to evaluate the learning ability of the students However, the use of concept maps as a teaching tool in medical students in India has not been explored, to the best of our knowledge This study was conducted to assess the use of concept maps in improving learning among medical students MATERIALS And METHODS: This study was conducted among III MBBS students belonging to two batches This study was carried out in two stages In first stage, pretest was taken to test the knowledge of students Later, introductory class was taken on tuberculosis and concept map was used to explain the given concept and later posttest was taken In second stage, feedback was taken from the students regarding the concept map Pre- and post-test results were compared using Wilcoxon test RESULTS: Significant difference between pretest (4 ± 1593) and posttest (10 ± 0762) score was seen (P CONCLUSION: Concept maps are found to be an effective teaching and learning tool for medical students They can be used to enhance meaningful learning in students and can be practiced more in the students for better understandings of the concepts

Innovation in Learning Arabic Reading Skills using Higher Order Thinking Skills

Abstract: This study aims to describe Arabic Reading Skills learning activities with the HOTS (Higher Order Thinking Skill) system. The research method used is a qualitative method based on text analysis. This study indicates that HOTS-based Arabic Reading Skills learning activities categorized into three levels: Level of Analysis, Level of Evaluation, and Level of Creation. First, the Level of Analysis is oriented towards the ability of students to distinguish the form of the word Isim or fi'il from a text, distinguish and classify the position of fi'il, fa'il, or maf'ul, describe the content text using a concept map, and link main ideas or compare information about a topic from reading results. The second is the level of evaluation which is oriented towards students' ability to check or determine errors in writing letters, vocabulary, language rules, and punctuation in a text, and criticize, refute, conclude, provide reviews or reasons, and communicate reading results with different expressions. Third, the level of creation is oriented towards the ability of students to formulate a statement sentence into a question, or vice versa, reconstruct a reading text into a conversation, and produce reading results by developing thoughts or opinions into ideas or notions.

Analyzing Student Thinking Reflected in Self-Constructed Cognitive Maps and Its Influence on Inquiry Task Performance.

Abstract: Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking, cognitive maps (e.g., concept maps, reasoning maps) have been used to externalize thinking and have shown promising effects in terms of improving inquiry task performance. However, few studies have analyzed student-constructed maps that reflect the thinking underpinning students’ inquiry task performance. This study aimed to address this gap. Sixty-nine 11th grade students worked in small groups to explain a fish die-off phenomenon in a virtual ecosystem and collaboratively constructed an integrative cognitive map to facilitate thinking during the task. The map comprised a concept map (representing conceptual thinking about relevant subject knowledge) and a reasoning map (representing the reasoning process). Regression analyses showed that the quality of the student-constructed maps, particularly the reasoning maps, was a significant predictor of inquiry task performance assessed based on students’ written explanations of the phenomenon. Although the quality of the concept maps was not a significant predictor of inquiry task performance, it did predict the quality of the reasoning maps. Student thinking reflected in concept mapping and that reflected in reasoning mapping play different roles in inquiry learning.

Which is more effective, a mind map or a concept map learning strategy?

Abstract: A mind map and a concept map learning strategy are two learning strategies that are often used to improve students’ learning achievement. This study aimed to describe the differences in learning achievement between students who studied with a mind map learning strategy and those who used the concept map learning strategy, as well as the students’ responses toward the learning strategy applied. This type of study was a quasi-experiment with a pretest-posttest control group design. The methods used in this study were a test and a questionnaire. Data of students’ learning achievement were analyzed using inferential statistics of covariance analysis, while data of students’ responses were analyzed by descriptive statistics. The results of the study indicated that there were significant differences in the learning achievement between students who used the mind map learning strategy and those who studied with the concept map learning strategy. Those who used the mind map learning strategy had better achievements than those using the concept map learning strategy. In addition, the students’ responses were more positive toward the mind map learning strategy than to the concept map learning strategy.

Effects of different concept map activities on chemistry learning

Abstract: There is widespread evidence showing that concept maps are effective for learning. However, little is known about the effects of various concept map activities. We conducted an experiment to examin...

Static and interactive concept maps for chemistry learning

Abstract: Over 40 years of research, concept maps have shown that they are beneficial for learning. However, much of this research has been conducted in laboratory settings. Although there are a few studies ...

Understanding implementability in clinical trials: a pragmatic review and concept map

Abstract: The translation of evidence from clinical trials into practice is complex. One approach to facilitating this translation is to consider the ‘implementability’ of trials as they are designed and conducted. Implementability of trials refers to characteristics of the design, execution and reporting of a late-phase clinical trial that can influence the capacity for the evidence generated by that trial to be implemented. On behalf of the Australian Clinical Trials Alliance (ACTA), the national peak body representing networks of clinician researchers conducting investigator-initiated clinical trials, we conducted a pragmatic literature review to develop a concept map of implementability. Documents were included in the review if they related to the design, conduct and reporting of late-phase clinical trials; described factors that increased or decreased the capacity of trials to be implemented; and were published after 2009 in English. Eligible documents included systematic reviews, guidance documents, tools or primary studies (if other designs were not available). With an expert reference group, we developed a preliminary concept map and conducted a snowballing search based on known relevant papers and websites of key organisations in May 2019. Sixty-five resources were included. A final map of 38 concepts was developed covering the domains of validity, relevance and usability across the design, conduct and reporting of a trial. The concepts drew on literature relating to implementation science, consumer engagement, pragmatic trials, reporting, research waste and other fields. No single resource addressed more than ten of the 38 concepts in the map. The concept map provides trialists with a tool to think through a range of areas in which practical action could enhance the implementability of their trials. Future work could validate the strength of the associations between the concepts identified and implementability of trials and investigate the effectiveness of steps to address each concept. ACTA will use this concept map to develop guidance for trialists in Australia. This review did not include health-related outcomes and was therefore not eligible for registration in the PROSPERO register.

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

Abstract: The concept of recipience is emerging within the literature as a useful idea to inform our understanding of student engagement with feedback. In this paper, the applicability of the concept of reci...

Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

Abstract: The challenges in the 21st century have made learning a complex process. In this age, new and conceptual learning strategies are being used to compete with the challenges. The concept map learning strategy has shown positive influences on students’ academic achievements and quality of education. This learning strategy has also showed a significant effect on students’ critical thinking skills. A research study has been conducted to assess the students’ academic achievements and memorisation power by concept map learning strategy and traditional learning approach. The students of a primary school studying in fifth grade in general course for section A (concept map learning strategy) and section B (Traditional lecture learning strategy) were assessed. The descriptive statistics and t-test analysis were also carried out on the results obtained from the students by concept map and traditional learning strategies. Statistical analysis showed that concept map learning strategy improved the students’ academic achievements and memorisation power significantly. Keywords: Critical thinking skills, learning skills, microbiology, strategies, primary school.

The Use of Mind Mapping Approach to Facilitate Students' Distance Learning in Writing Modular Based on Printed Learning Materials.

Abstract: The study is intended to expose mind mapping used as strategy for learning which is able to assist students to write their writing assignments. Thirty students who registered in the Teacher Qualification Improvement Program of Universitas Terbuka (UT) was involved as the participants in this present study. The participants had to follow the face-to-face tutorial session of the Instructional System Design course (ISD) course. One of the given assignments of the course was writing the modular based learning materials for the primary school students. The participants had to study the required knowledge and skills of writing the printed modular based learning materials through the systematic and systematic ways. The mind mapping strategy was used to help the students to complete their writing assignments – the printed modular based leaning resources. At the beginning the participants felt uncertain about the writing assignment. The study was found that the use of mind mapping as learning strategy increased the students learning motivation and improve the ability to write the printed modular based learning materials.

Extracting Prerequisite Relations Among Wikipedia Concepts Using the Clickstream Data.

Abstract: A prerequisite relation describes a basic dependency relation between concepts in education, cognition and other fields. Especially, prerequisite relations among concepts play a very important role in various intelligent education applications, such as concept map extraction, learning object sequencing, reading order list generation. In this paper, we investigate the problem of extracting prerequisite relations among Wikipedia concepts. We take advantage of Wikipedia clickstream data and related concept sets to discover prerequisite relations among Wikipedia concepts. Evaluations on two datasets that include nine domains show that the proposed method can cover most of the concept pairs, and achieves significant improvements (+1.7–31.0% by Accuracy) comparing with existing methods.

Attributes and generic competencies required of doctors: findings from a participatory concept mapping study.

Abstract: Medical education should ensure graduates are equipped for practice in modern health-care systems. Practicing effectively in complex health-care systems requires contemporary attributes and competencies, complementing core clinical competencies. These need to be made overt and opportunities to develop and practice them provided. This study explicates these attributes and generic competencies using Group Concept Mapping, aiming to inform pre-vocational medical education curriculum development. Group Concept Mapping is a mixed methods consensus building methodology whereby ideas are generated using qualitative techniques, sorted and grouped using hierarchical cluster analysis, and rated to provide further quantitative confirmation of value. Health service providers from varied disciplines (including medicine, nursing, allied health), health profession educators, health managers, and service users contributed to the conceptual model’s development. They responded to the prompt ‘An attribute or non-clinical competency required of doctors for effective practice in modern health-care systems is...’ and grouped the synthesized responses according to similarity. Data were subjected to hierarchical cluster analysis. Junior doctors rated competencies according to importance to their practice and preparedness at graduation. Sixty-seven contributors generated 338 responses which were synthesised into 60 statements. Hierarchical cluster analysis resulted in a conceptual map of seven clusters representing: value-led professionalism; attributes for self-awareness and reflective practice; cognitive capability; active engagement; communication to build and manage relationships; patient-centredness and advocacy; and systems awareness, thinking and contribution. Logic model transformation identified three overarching meta-competencies: leadership and systems thinking; learning and cognitive processes; and interpersonal capability. Ratings indicated that junior doctors believe system-related competencies are less important than other competencies, and they feel less prepared to carry them out. The domains that have been identified highlight the competencies necessary for effective practice for those who work within and use health-care systems. Three overarching domains relate to leadership in systems, learning, and interpersonal competencies. The model is a useful adjunct to broader competencies frameworks because of the focus on generic competencies that are crucial in modern complex adaptive health-care systems. Explicating these will allow future investigation into those that are currently well achieved, and those which are lacking, in differing contexts.

A Concept Mapping Activity to Enhance Pharmacy Students' Metacognition and Comprehension of Fundamental Disease State Knowledge.

Abstract: Objective. To examine the impact of pre-class concept mapping activities on pharmacy students' ability to self-assess their degree of foundational disease state knowledge and predict their pre-class quiz performance. Methods. Second year pharmacy students in a problem-based learning course were responsible for self-directed learning of foundational knowledge for 14 disease states. After completing their independent pre-class reading, students worked in groups to create concept maps for which feedback was provided for four laboratory sessions, worked in groups to create concept maps but received no formal feedback for three laboratory sessions, and did not engage in any formal group activity for seven laboratory sessions. The day following each session, prior to the formal in-class discussion, students were asked to predict the number of questions they could answer correctly on a quiz covering foundational knowledge and then completed the quiz. Quiz performance was compared based on the three conditions, and bias and absolute bias were calculated to evaluate students’ metacognitive skills. Results. There was no difference in pharmacy students’ metacognition based on the conditions, as reflected by inaccuracy between predicted and actual quiz scores. However, when students had engaged in concept mapping the previous day, their quiz performance was significantly higher than when they had not. Conclusion. Concept mapping did not improve pharmacy students’ metacognitive skills but did have a small effect on their quiz performance. More research is needed to tease apart the roles of concept mapping, group activity, and feedback in altering pharmacy students’ quiz performance and metacognitive skills.