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Abstract
Three sections of the same distance education class completed a series of Web-based concept map assessments using one of two methods. Open-ended maps applied in section 1 led students to conduct more relational thinking overall, but variance in map items was very high introducing more subjectivity in scoring. Preselected term mapping applied in sections 2—3 led students to correctly classify many concepts and express proper relationships compared to an instructor's map. Identifying expected concept sets from the instructor's maps caused students some difficulty. The high volume of readings associated with the task appeared to further this problem. Students touted many benefits of mapping, including synthesizing and connecting course material, reading more intentionally, and thinking critically.
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Kevin Oliver
Kevin Oliver is an assistant professor of instructional technology at North Carolina State University in Raleigh. He teaches both face-to face and online graduate courses in the Department of Curriculum and Instruction. His research interests focus on promoting higher-level student thinking skills with collaborative Web tools, particularly in science and social studies. Kevin held previous research and design positions with the SERVE Regional Education Laboratory and the Educational Technologies group at Virginia Tech. He received his PhD in Instructional Technology from the University of Georgia in 1999.