Graduate Students Using Concept Mapping to Visualize Instructional Design Processes
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.
KeywordsConcept maps Instructional design External representation
Compliance with Ethical Standards
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 was obtained from all individual participants included in the study.
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