Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Student-generated tagclouds provided an intuitive overview of a group of learners’ collective knowledge. Although such tagclouds may have the potential to be used as effective learning tools, it has not been clear how students use this tool for knowledge construction. In this paper, we report a two-stage study that investigated college students’ experiences of using tagclouds for developing their domain knowledge, culminating in individual concept maps and research papers. Based on the results of the qualitative analyses of students’ reflections from the first stage, an intervention was introduced: group discussions on tagclouds generated from different groups. The result of Study Stage II showed that group discussions highlighted the utility of the tagclouds. Treatment group participants were more likely to use tagclouds as metacognitive strategies for planning, searching, retrieving, and organizing their learning. The two-stage study also underscored the importance of collecting students’ reflections earlier in the learning process when introducing a new technology tool to promote learning.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Bateman, S., Brooks, C., Mccalla, G., & Brusilovsky, P. (2007). Applying collaborative tagging to e-learning. In Proceedings of the16th international world wide web conference (WWW2007).
Bonifazi, F., Levialdi, S., Rizzo, P., & Trinchese, R. (2002). A web-based annotation tool supporting e-learning. In Proceedings of the working conference on advanced visual interfaces, Italy (pp. 123–128). https://doi.org/10.1145/1556262.1556281.
Borkowski, J., Carr, M., & Pressely, M. (1987). “Spontaneous” strategy use: Perspectives from metacognitive theory. Intelligence, 11, 61–75. CrossRef
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, NJ: Lawrence Erlbaum.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson.
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1995). Cognitive psychology and instruction (2nd ed.). Englewood Cliffs, NJ: Merrill.
Cañas A. J., Carff, R., Hill, G., Carvalho, M., Arguedas, M., Eskridge, T. C., …, Carvajal, R. (2005). Concept maps: Integrating knowledge and information visualization. In S.-O. Tergan & T. Keller (Eds.), Knowledge and information visualization (pp. 205–219). https://doi.org/10.1007/11510154_11.
Cattuto, C., Loreto, V., & Pietronero, L. (2006). Collaborative tagging and semiotic dynamics. ArXiv. Retrieved February 20, 2017, from https://www.semanticscholar.org/paper/Collaborative-Tagging-and-Semiotic-Dynamics-Cattuto-Loreto/3cc074bfc9f1ff8759d7988b6664b96113bdb9c3.
Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. New York, NY: Longman.
Chiu, M. M., & Kuo, S. W. (2009). From metacognition to social metacognition: Similarities, differences, and learning. Journal of Education Research, 3(4), 1–19.
Choi, I., Land, S. M., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science: An International Journal of the Learning Sciences, 33(5), 483–511. CrossRef
Chung, S., Chung, M.-J., & Severance, C. (1999). Design of support tools and knowledge building in a virtual university course: Effect of reflection and self- explanation prompts. Paper presented at the WebNet 99 World Conference on the WWW and Internet Proceedings, Honolulu, Hawaii. (ERIC Document Reproduction Service No. ED448706).
Cress, U., & Held, C. (2013). Harnessing collective knowledge inherent in tag clouds. Journal of Computer Assisted learning, 29(3), 235–247. CrossRef
Cress, U., Held, C., & Kimmerle, J. (2013). The collective knowledge of social tags: Direct and indirect influences on navigation, learning, and information processing. Computers & Education, 60(1), 59–73. https://doi.org/10.1016/j.compedu.2012.06.015. CrossRef
Darling-Hammond, L., Austin, K., Cheung, M., & Martin, D. (2003). Thinking about thinking: Metacognition. Retrieved May 31, 2017, from http://www.learner.org/courses/learningclassroom/support/09_metacog.pdf.
Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12(1), 91–142. CrossRef
Dye, J. (2006). Folksonomy: A game of high-tech (and high-stakes) tag. EContent, 29(3), 38–43.
Fewell, N. (2010). Language learning strategies and English language proficiency: An investigation of Japanese EFL university students. TESOL Journal, 2, 159–174.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911. CrossRef
Fogarty, R. (1994). How to teach for metacognition. Palatine, IL: IRI/Skylight Publishing.
Gagné, R. M. (1974). Essentials of learning for instruction. Hinsdale, IL: The Dryden Press.
Garrison, D. R., & Akyol, Z. (2013). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 17, 84–89. CrossRef
Gillies, R. M. (2011). Promoting thinking, problem-solving and reasoning during small group discussions. Teachers and Teaching, 17(1), 73–89. https://doi.org/10.1080/13540602.2011.538498. CrossRef
Hearst, M. A., & Rosner, D. (2008). Tag clouds: Data analysis tool or social signaler? In Proceedings of the 41st Annual Hawaii international conference on system sciences, HICSS’08. IEEE Computer Society. https://doi.org/10.1109/HICSS.2008.422.
Helic, D., Tratner, C., Strohmaier, M., & Andrews, K. (2011). Are tag clouds useful for navigation? A network-theoretic analysis. International Journal of Social Computing and Cyber-Physical Systems, 1(1), 33–55. https://doi.org/10.1504/IJSCCPS.2011.043603. CrossRef
Huang, J.-L., Chen, C.-M., Pai, T.-W., Zeng, L. W., & Chen, R. (2011). Multiscale SSR tag cloud visualization for biomarker discovery. Paper presented at 2011 International Conference on Complex, Intelligent and Software Intensive Systems (CISIS). https://doi.org/10.1109/cisis.2011.85.
Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379–393. https://doi.org/10.1016/j.learninstruc.2010.05.002. CrossRef
Klašnja-Milićević, A., Ivanović, M., & Nanopoulos, A. (2015). Recommender systems in e-learning environments: A survey of the state-of-the-art and possible extensions. Artificial Intelligence Review, 44(4), 571–604. CrossRef
Klašnja-Milićević, S., Vesin, B., & Ivanović, M. (2018). Social tagging strategy for enhancing e-learning experience. Computers & Education, 118, 166–181. https://doi.org/10.1016/j.compedu.2017.12.002. CrossRef
Knautz, K., Soubusta, S., & Stock, W. G. (2010). Tag clusters as information retrieval interfaces. In Proceedings of the 2010 43rd Hawaii international conference on system sciences. https://doi.org/10.1109/hicss.2010.360.
Lajoie, S. P., & Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7(1), 45–62. CrossRef
Larkin, S. (2009). Socially mediated metacognition and learning to write. Thinking Skills and Creativity, 4(3), 149–159. CrossRef
Lever-Duffy, J., & McDonald, J. B. (2015). Teaching and learning with technology (5th ed.). Upper Saddle River, NJ: Person.
Lowry, P. B., Roberts, T. L., Romano, N. C., Cheney, P. D., & Hightower, R. T. (2006). The impact of group size and social presence on small-group communication: Does computer-mediated communication make a difference ?. Small Group Research, 37(6), 631–661. https://doi.org/10.1177/1046496406294322. CrossRef
Lowyck, J., & Pöysä, J. (2001). Design of collaborative learning environments. Computers in Human Behavior, 17, 507–516. https://doi.org/10.1016/S0747-5632(01)00017-6. CrossRef
McDevitt, T. M., & Omorod, J. E. (2016). Child development and education (6th ed.). Boston, MA: Pearson & Always Learning.
McKeachie, W. J. (1988). The need for study strategy training. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 3–9). New York, NY: Academic Press. CrossRef
Meichenbaum, D. (1985). Teaching thinking: A cognitive-behavioral perspective. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Research and open questions. Hillsdale, NJ: Lawrence Erlbaum Associates.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). London: Sage.
Morgan, D. (2009). Teaching and learning has always been a highly social activity. Technology hasn’t changed this. Or has it? In Learning technologies conference, Queensland.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press. CrossRef
Pea, R. (1993). The collaborative visualization project. Communications of the ACM, 36(5), 60–63. CrossRef
Piaget, J. (1970). Genetic epistemology (E. Duckworth, Trans.). New York, NY: The Norton Library. CrossRef
Rahimi, M., & Katal, M. (2012). Metacognitive strategies awareness and success in learning English as a foreign language: A overview. Procedia Social and Behavioral Science, 31, 73–81. https://doi.org/10.1016/j.sbspro.2011.12.019. CrossRef
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson.
Riddell, J. E. (2016). The importance of word and world knowledge for the successful strategic processing of multiple texts online. English in Education, 50(2), 164–181. CrossRef
Roblyer, M. D. (2016). Integrating educational technology into teaching (7th ed.). Upper Saddle River, NJ: Pearson.
Ruiz-Primo, M. A. (2014). Examining concept maps as an assessment tool. In A. J. Cañas, J. D. Novak, & F. M. González (Eds.), Concept maps: Theory, methodology, technology Proceedings of the first international conference on concept mapping (pp. 555–562). Pamplona: Universidad Pública de Navarra.
Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569–600. CrossRef
Saldana, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage.
Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249–268). Hillsdale, NJ: Lawrence Erlbaum Associates.
Sim, J. W. S., & Hew, K. F. (2010). The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, 5, 151–163. CrossRef
Simpson, M. L., & Nist, S. (2000). An update on strategic learning: It’s more than textbook reading strategies. Journal of Adolescent and Adult Literacy, 43(6), 528–541.
Simsek, A., & Balaban, J. (2010). Learning strategies of successful and unsuccessful university students. Contemporary Educational Technology, 1(1), 36–45.
Stahl, G. (2000). A model of collaborative knowledge building. Paper presented at the Fourth International Conference of the Learning Sciences, Ann Arbor, MI. Retrieved April 17, 2017, from http://gerrystahl.net/pub/icls2000.pdf.
Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. The Internet and Higher Education, 36, 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003. CrossRef
Tonkin, E., Corrado, E. M., Moulaison, H. L, Kipp, M. E. I., Resmini, A., Pfeiffer, H. D., & Zhang, Q. (2008). Collaborative and social tagging networks. ARIADNE. Retrieved January 6, 2017, from http://www.ariadne.ac.uk/issue54/tonkin-et-al/.
Trant, J. (2009). Studying social tagging and folksonomy: A review and framework. Journal of Digital Information, 1–44. Retrieved March 28, 2016, from https://pdfs.semanticscholar.org/20c9/c166f1e19973c266b6583d4ed5f22ce63f1b.pdf?_ga=2.42284453.1670544779.1502384836-1586243306.1502384836.
Trattner, C., Helic, D., & Strohmaier, M. (2014). Tag clouds. In R. Alhajj & J. Rokne (Eds.), Encyclopedia of social network analysis and mining (pp. 2103–2107). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-6170-8_126. CrossRef
Walhout, J., Brand-Gruwel, S., Jarodzka, H., van Dijk, M., de Groot, R., & Kirschner, P. A. (2015). Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud? Computers in Human Behavior, 46, 218–227. https://doi.org/10.1016/j.chb.2015.01.025. CrossRef
Xie, Y., & Sharma, P. (2013). Examining students’ reflective thinking from keywords tagged to blogs: Using map analysis as a content analysis method. Interactive Learning Environments, 21(6), 548–576. https://doi.org/10.1080/10494820.2011.609825. CrossRef
Zeng, X., & Harris, S. T. (2005). Blogging in an online health information technology class. Perspectives in Health Information Management, 29(2), 6.
Zohar, A., & Barzilai, S. (2015). Metacognition and teaching higher order thinking (HOT) in science education: Students’ learning, teachers’ knowledge and instructional practices. In R. Wegerif, L. Li, & J. C. Kaufman (Eds.), The Routledge international handbook on research on teaching thinking (pp. 229–242). Florence, KT: Taylor & Francis Group.
- College students’ use of self-generated tagclouds for knowledge integration: evidence from reflections
- Springer US
Journal of Computing in Higher Education
Research & Integration of Instructional Technology
Print ISSN: 1042-1726
Elektronische ISSN: 1867-1233
Neuer Inhalt/© ITandMEDIA, Best Practices für die Mitarbeiter-Partizipation in der Produktentwicklung/© astrosystem | stock.adobe.com