The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build Approach
Abstract Collaborative learning requires a structured and open environment where individuals can actively exchange and elaborate their ideas to achieve a high-quality problem-solving solution. The use of concept map has been extensively implemented to facilitate idea generation and maintain shared f...
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| Format: | Article |
| Language: | English |
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The Asia-Pacific Society for Computers in Education (APSCE)
2020-06-01
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| Series: | Research and Practice in Technology Enhanced Learning |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41039-020-00133-9 |
| _version_ | 1797722797010583552 |
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| author | Lia Sadita Tsukasa Hirashima Yusuke Hayashi Pedro G. F. Furtado Kasiyah Junus Harry Budi Santoso |
| author_facet | Lia Sadita Tsukasa Hirashima Yusuke Hayashi Pedro G. F. Furtado Kasiyah Junus Harry Budi Santoso |
| author_sort | Lia Sadita |
| collection | DOAJ |
| description | Abstract Collaborative learning requires a structured and open environment where individuals can actively exchange and elaborate their ideas to achieve a high-quality problem-solving solution. The use of concept map has been extensively implemented to facilitate idea generation and maintain shared focus during discussion. This study employs the Reciprocal Kit-Build (RKB) approach as a designed activity to support collaborative concept mapping. Though previous studies show the RKB is promising to promote productive discussion and achieve high-quality group products, they have not investigated how individual knowledge differences may potentially influence the effectiveness of collaboration. This study aims to identify the effect of group composition on learning effectiveness at the level of interaction between individual and group and at the level of the group as a whole. At the interaction level, we investigate the amount of knowledge transfer from shared and unshared individual knowledge to group solutions, while at the group level, the quality of collaborative maps is evaluated. Moreover, we explore the affective responses of learners during designated activities. A single group design is applied to illustrate the learning activities in a practical classroom settings where all students receive the same treatment. Our findings show that the transfer of individual shared and unshared knowledge is considerably high in all group conditions. Group composition does not significantly affect knowledge transfer and final group-outcome products; however, it may induce learners to experience different affective states. The results are essential for practitioners who intend to apply the RKB in their classroom to determine the appropriate group settings. |
| first_indexed | 2024-03-12T09:53:45Z |
| format | Article |
| id | doaj.art-ce585df638fa4c4cb5d30b94f94ac1e5 |
| institution | Directory Open Access Journal |
| issn | 1793-7078 |
| language | English |
| last_indexed | 2024-03-12T09:53:45Z |
| publishDate | 2020-06-01 |
| publisher | The Asia-Pacific Society for Computers in Education (APSCE) |
| record_format | Article |
| series | Research and Practice in Technology Enhanced Learning |
| spelling | doaj.art-ce585df638fa4c4cb5d30b94f94ac1e52023-09-02T12:22:44ZengThe Asia-Pacific Society for Computers in Education (APSCE)Research and Practice in Technology Enhanced Learning1793-70782020-06-0115111910.1186/s41039-020-00133-9The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build ApproachLia Sadita0Tsukasa Hirashima1Yusuke Hayashi2Pedro G. F. Furtado3Kasiyah Junus4Harry Budi Santoso5Learning Engineering Laboratory, Department of Information Engineering, Hiroshima UniversityLearning Engineering Laboratory, Department of Information Engineering, Hiroshima UniversityLearning Engineering Laboratory, Department of Information Engineering, Hiroshima UniversityLearning Engineering Laboratory, Department of Information Engineering, Hiroshima UniversityDigital Library and Distance Learning Laboratory, Faculty of Computer Science, Universitas IndonesiaDigital Library and Distance Learning Laboratory, Faculty of Computer Science, Universitas IndonesiaAbstract Collaborative learning requires a structured and open environment where individuals can actively exchange and elaborate their ideas to achieve a high-quality problem-solving solution. The use of concept map has been extensively implemented to facilitate idea generation and maintain shared focus during discussion. This study employs the Reciprocal Kit-Build (RKB) approach as a designed activity to support collaborative concept mapping. Though previous studies show the RKB is promising to promote productive discussion and achieve high-quality group products, they have not investigated how individual knowledge differences may potentially influence the effectiveness of collaboration. This study aims to identify the effect of group composition on learning effectiveness at the level of interaction between individual and group and at the level of the group as a whole. At the interaction level, we investigate the amount of knowledge transfer from shared and unshared individual knowledge to group solutions, while at the group level, the quality of collaborative maps is evaluated. Moreover, we explore the affective responses of learners during designated activities. A single group design is applied to illustrate the learning activities in a practical classroom settings where all students receive the same treatment. Our findings show that the transfer of individual shared and unshared knowledge is considerably high in all group conditions. Group composition does not significantly affect knowledge transfer and final group-outcome products; however, it may induce learners to experience different affective states. The results are essential for practitioners who intend to apply the RKB in their classroom to determine the appropriate group settings.http://link.springer.com/article/10.1186/s41039-020-00133-9Collaborative concept mapConcept mapKit buildKnowledge convergence |
| spellingShingle | Lia Sadita Tsukasa Hirashima Yusuke Hayashi Pedro G. F. Furtado Kasiyah Junus Harry Budi Santoso The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build Approach Research and Practice in Technology Enhanced Learning Collaborative concept map Concept map Kit build Knowledge convergence |
| title | The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build Approach |
| title_full | The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build Approach |
| title_fullStr | The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build Approach |
| title_full_unstemmed | The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build Approach |
| title_short | The effect of differences in group composition on knowledge transfer, group achievement, and learners’ affective responses during reciprocal concept mapping with the Kit-Build Approach |
| title_sort | effect of differences in group composition on knowledge transfer group achievement and learners affective responses during reciprocal concept mapping with the kit build approach |
| topic | Collaborative concept map Concept map Kit build Knowledge convergence |
| url | http://link.springer.com/article/10.1186/s41039-020-00133-9 |
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