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Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes

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Title: Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes
Language: English
Authors: Lin, Yu-Tzu, Chang, Chia-Hu, Hou, Huei-Tse, Wu, Ke-Chou
Source: Interactive Learning Environments. 2016 24(7):1552-1573.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Internet, Search Engines, Concept Mapping, Cooperative Learning, Quasiexperimental Design, Physics, Control Groups, Experimental Groups, Comparative Analysis, Computer Mediated Communication, Concept Formation, Scientific Concepts, Scientific Attitudes, Science Achievement, Constructivism (Learning), Computer Assisted Instruction, Teaching Methods, Conventional Instruction, Grade 9, Rural Schools, Foreign Countries, Pretests Posttests, Scores, Statistical Analysis
Geographic Terms: Taiwan
DOI: 10.1080/10494820.2015.1041398
ISSN: 1049-4820
Abstract: This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history.
Abstractor: As Provided
Number of References: 92
Entry Date: 2016
Accession Number: EJ1117495
Database: ERIC
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  Data: Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1080/10494820.2015.1041398
– Name: ISSN
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  Data: 1049-4820
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history.
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  Data: As Provided
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  Data: 92
– Name: DateEntry
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  Data: 2016
– Name: AN
  Label: Accession Number
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  Data: EJ1117495
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1117495
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      – Text: English
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    Subjects:
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Search Engines
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