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Now showing results 1-8 of 8.
1. Quantitative and Qualitative Measures of Student Learning at University Level (EJ798840)
Author(s):
Hay, David B.; Wells, Harvey; Kinchin, Ian M.
Source:
Higher Education: The International Journal of Higher Education and Educational Planning, v56 n2 p221-239 Aug 2008
Pub Date:
2008-08-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Measures (Individuals); Student Evaluation; Learning; College Students; Concept Mapping; Psychiatry; Pretests Posttests; Change; Teaching Methods; Learning Theories; Prior Learning
Abstract: This paper reports the use of quantitative and qualitative measures of university student learning during teaching in psychiatry. Concept mapping, pre-and post test scores and performance in written assignments were used to measure the quality of change in personal understanding and to show the ways that the knowledge-targets of the course were achieved. The data show that: (1) Concept mapping can be used to explore personal understanding because it facilitates discrete statements of meaning. (2) These personal statements can be compared through time to assess change. (3) Specific criteria can be used to measure the quality of the change from one statement to another so that the different qualities of change that occur can be made-visible in the course of teaching. The approach is discussed in the broader context of learning theory and teaching practice. We show in particular, that prior-knowledge is an important determinant of learning because it affects the sense that can be made of taught material. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Measuring the Quality of E-Learning (EJ814835)
Hay, David B.; Kehoe, Caroline; Miquel, Marc E.; Hatzipanagos, Stylianos; Kinchin, Ian M.; Keevil, Steve F.; Lygo-Baker, Simon
British Journal of Educational Technology, v39 n6 p1037-1056 Nov 2008
2008-11-00
Descriptors: Concept Mapping; Medical Students; Prior Learning; Instructional Materials; Misconceptions; Evaluation Methods; Medical Education; Medical Services; Equipment; Educational Technology; Electronic Learning; Computer Assisted Instruction; Outcomes of Education; Instructional Effectiveness
Abstract: This paper shows how concept mapping can be used to measure the quality of e-learning. Six volunteers (all of them 3rd-year medical students) took part in a programme of e-learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote-learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning-making among non-experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Universities as Centres of Non-Learning (EJ782642)
Kinchin, Ian M.; Lygo-Baker, Simon; Hay, David B.
Studies in Higher Education, v33 n1 p89-103 Feb 2008
2008-02-00
Information Analyses; Journal Articles; Reports - Evaluative
Descriptors: Concept Mapping; Teacher Characteristics; Scholarship; Learning Processes; Intellectual Disciplines; Models; Universities; Teacher Student Relationship; Academic Discourse; College Faculty; Pedagogical Content Knowledge; Teaching Methods; Goal Orientation
Abstract: It has been claimed that one of the overriding purposes of the scholarship of teaching movement is to make more visible what teachers do to make learning happen. The authors of this article are critical of the literature on the scholarship of teaching for not having made more progress towards this aim. They support these assertions through analysis of recent literature and consultation with academics teaching in a variety of disciplines. The weakness in the prior literature is addressed by a proposal to augment a model of scholarship of teaching by providing a tool that can be used by teachers to make explicit the central concept of pedagogic resonance--the bridge between teacher knowledge and student learning. This bridge, spanning the divide between teacher and student, can be made visible through the application of mapping techniques. However, the application of the concept mapping methodology reveals a strategic learning cycle in which teachers and students appear to be complicit in the avoidance of engagement with the discourse of the discipline. The perceived utility of this strategic cycle may subvert any attempt to develop scholarship in university teaching, and may lead consistently to a non-learning outcome for students and teachers--a phenomenon that has previously been largely ignored. (Contains 1 table and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Using Concept Maps to Measure Deep, Surface and Non-Learning Outcomes (EJ753558)
Hay, David B.
Studies in Higher Education, v32 n1 p39-57 Feb 2007
2007-02-00
Journal Articles; Reports - Evaluative
Descriptors: Concept Mapping; Research Methodology; Case Studies; Educational Research; Literature; Foreign Countries; Interviews; Cognitive Structures
Abstract: This article reports the use of concept mapping to reveal patterns of student learning (or non-learning) in the course of master's level teaching for research methods. The work was done with a group of 12 postgraduate students, and the concept maps of four individuals produced "before" and "after" a single teaching intervention are shown in detail. The data are presented as case studies that document the incidence of deep learning, surface learning and non-learning. These are terms that are widely used in the educational research literature, but most evidence for these learning approaches comes from students' conceptions of learning, not from empirical measures of changes in knowledge structure. Here precise criteria for defining change in terms of deep, surface and non-learning are developed, and concept mapping is used for assessment of learning "quality" using these criteria. The results show that deep, surface and non-learning are tangible measures of learning that can be observed directly as a consequence of concept mapping. Concept mapping has considerable utility for tracking change in the course of learning, and has the capacity to distinguish between changes that are meaningful, and those that are not. This is discussed in the wider context of learning, and teaching and research. (Contains 2 tables and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Myth of the Research-Led Teacher (EJ816285)
Kinchin, Ian M.; Hay, David B.
Teachers and Teaching: Theory and Practice, v13 n1 p43-61 Feb 2007
Descriptors: Higher Education; Research; Prerequisites; Teacher Effectiveness; Instruction; Concept Mapping; Learning Strategies; Educational Strategies; Cognitive Structures; College Faculty; Expertise; Beginning Teachers
Abstract: This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers' use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research-led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher-student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector. (Contains 6 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Using Concept Maps to Reveal Conceptual Typologies (EJ738230)
Hay, David B.; Kinchin, Ian M.
Education & Training, v48 n2-3 p127-142 2006
2006-00-00
Descriptors: Concept Mapping; Classification; Cognitive Structures; Cognitive Style; Learning Theories; Epistemology; Undergraduate Students
Abstract: Purpose: The purpose of this paper is to explain and develop a classification of cognitive structures (or typologies of thought), previously designated as spoke, chain and network thinking by Kinchin "et al." Design/methodology/approach: The paper shows how concept mapping can be used to reveal these conceptual typologies and endeavours to place the concept-mapping method in the broader context of learning styles and learning theory. Findings: The findings suggest that spoke structures are indicative of a na?ve epistemology, or of "learning-readiness"; chain structures are indicators of "goal-orientation" and networks are indicators of expertise. Furthermore, change that comprises simple elaboration of existing spokes or chains is likely to be the result of surface learning styles and the emergence of networks indicative of deep learning. The utility of these different cognitive approaches is discussed. Research limitations/implications: The work is limited by the general lack of empirical testing, but the approach is presented as an important source of hypotheses for future research. Practical implications: The practical implications of the research are considerable. First, concept mapping provides a framework for documenting and assessing understanding at "novice" and "expert" levels. Second, where definitive criteria can be developed from the learning styles literature, cognitive change in the course of learning can be evaluated to distinguish between deep versus surface or holist versus serialist approaches, for example. Originality/value: The paper is original and comprises a synthetic approach to the study of learning style and learning theory through the use of the concept-mapping method. It has both practical and theoretical value because it suggests a new approach and is an important source of testable hypotheses. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Evolution of a Collaborative Concept Mapping Activity for Undergraduate Microbiology Students (EJ691280)
Kinchin, Ian M.; De-Leij, Frans A. A. M.; Hay, David B.
Journal of Further and Higher Education, v29 n1 p1-14 Feb 2005
2005-02-00
Journal Articles; Reports - Descriptive
Descriptors: Teaching Methods; Microbiology; Course Evaluation; Learning Activities; Cooperation; Student Centered Curriculum; Concept Mapping; Undergraduate Students
Abstract: Concept mapping activities were trialed over a 2 year period as part of an undergraduate microbiology course. This paper describes this developmental process and offers insight into the most beneficial ways of employing this tool in a higher education setting. The aim was to investigate the use of mapping activities to improve students' integration of the material presented and as a method of course evaluation. It was found that the emphasis placed on concepts at the beginning of the course had a profound influence on the trajectory of conceptual development exhibited by students. Once established, initial conceptual structures seemed resistant to change and restricted the subsequent choice of superordinate concepts. The approach was modified in the second year. Students were encouraged to restructure their understanding by producing a concept map as part of a collaborative group. The concept labels were prescribed and excluded the terminology that had appeared to constrain conceptual development in the previous year. Findings suggest that in order to optimize concept mapping activities they should: (1) reflect a student-centred teaching philosophy; (2) be collaborative; (3) be given sufficient time for reflection and development; (4) avoid using specific terms that restrict conceptual development by hindering appropriate switching between opposing conceptual frameworks. Linking the mapping activity to course grades provided an extrinsic motivation for active engagement in the task. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. How a Qualitative Approach to Concept Map Analysis Can Be Used To Aid Learning by Illustrating Patterns of Conceptual Development. (EJ600693)
Kinchin, Ian M.; Hay, David B.; Adams, Alan
Educational Research, v42 n1 p43-57 Spr 2000
2000-00-00
N/A
Descriptors: Classification; Concept Formation; Concept Mapping; Constructivism (Learning); Foreign Countries; Science Education; Secondary Education
Abstract: Classification of concept maps made in British science classes resulted in three patterns that indicate students' progressive levels of understanding. The classification method analyzes hierarchy, processes, complexity, conceptual development, and representation. It suggests teaching approaches based on students' existing concept structures. (SK)
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