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Graduate Students Using Concept Mapping to Visualize Instructional Design Processes

  • Tian LuoEmail author
  • John Baaki
Original Paper

Abstract

This study was conducted to investigate concept mapping as an instructional technique to help student designers tackle complex issues in instructional design. Specifically, this study focuses on three dimensions: perceived learning, collaborative learning, and usability. We examined how student designers perceived the use of Cacoo as a concept mapping tool in three different instructional design courses and how a concept mapping approach facilitated or constrained students’ design process. The study participants were 24 graduate students enrolled in three different courses over the span of a year. Through quantitative descriptive analysis and qualitative coding, our data revealed students’ overall positive perception toward Cacoo and demonstrated various means in which student designers successfully utilized the concept mapping approach to create external representations. We also provided implications for practitioners and recommendations for future researchers.

Keywords

Concept maps Instructional design External representation 

Notes

Compliance with Ethical Standards

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Association for Educational Communications & Technology 2019

Authors and Affiliations

  1. 1.Department of STEM Education & Professional Studies, Darden College of EducationOld Dominion UniversityNorfolkUSA
  2. 2.Department of STEM Education & Professional Studies, Darden College of EducationOld Dominion UniversityNorfolkUSA

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