Collaborative Concept Maps in Higher Education: Pedagogical Contributions, Cognitive Challenges, and Optimization Strategies for Interactive Visual Learning
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| Title: | Collaborative Concept Maps in Higher Education: Pedagogical Contributions, Cognitive Challenges, and Optimization Strategies for Interactive Visual Learning |
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| Language: | English |
| Authors: | Fatima Zahra Lotfi (ORCID |
| Source: | Educational Process: International Journal. Article e2025085 2025 14. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | Concept Mapping, Higher Education, Cooperative Learning, Masters Programs, Graduate Students, Visual Learning, Interaction, Foreign Countries, Knowledge Management, Barriers, Learning Modules, Andragogy, Industrial Psychology, Student Attitudes, Creativity, Critical Thinking, Retention (Psychology), Cognitive Processes, Difficulty Level |
| Geographic Terms: | Morocco |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Collaborative concept maps (CCMs) stand out for their ability to organize knowledge and enhance retention. However, their use in higher education raises questions about their effectiveness. This study aims to evaluate the effect of CCMs on learning of students enrolled in the Master's program in Training and Supervision Professions in Morocco, identify the challenges they faced during the creation of these maps, and propose improvements aimed at optimizing the use of these tools in higher education. Materials/methods: The study involves 60 students divided into two modules, "Work Psychology" and "Andragogy." Organized into small groups, the participants designed concept maps throughout the semester, using course materials and recommended scientific articles. Data were collected at the end of the semester through a questionnaire that included Likert-scale items and open-ended questions. The results were analyzed using descriptive statistics and thematic analysis, respectively. Results: CCMs proved to be effective in fostering creativity, enhancing critical thinking, and improving knowledge retention. However, certain limitations were identified, including cognitive overload related to organizing complex information and interpretive divergences within groups, which slowed down the collaborative process. Additionally, technical and organizational challenges, such as a lack of digital skills and coordination difficulties, were also noted. These limitations occasionally hindered the effectiveness of collaborative dynamics and the achievement of learning objectives. Conclusion: CCMs are an innovative teaching-learning tool that promotes interactivity among learners. By overcoming identified challenges and implementing recommended strategies, these maps effectively achieve a variety of educational objectives. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466585 |
| Database: | ERIC |
| Abstract: | Background/purpose: Collaborative concept maps (CCMs) stand out for their ability to organize knowledge and enhance retention. However, their use in higher education raises questions about their effectiveness. This study aims to evaluate the effect of CCMs on learning of students enrolled in the Master's program in Training and Supervision Professions in Morocco, identify the challenges they faced during the creation of these maps, and propose improvements aimed at optimizing the use of these tools in higher education. Materials/methods: The study involves 60 students divided into two modules, "Work Psychology" and "Andragogy." Organized into small groups, the participants designed concept maps throughout the semester, using course materials and recommended scientific articles. Data were collected at the end of the semester through a questionnaire that included Likert-scale items and open-ended questions. The results were analyzed using descriptive statistics and thematic analysis, respectively. Results: CCMs proved to be effective in fostering creativity, enhancing critical thinking, and improving knowledge retention. However, certain limitations were identified, including cognitive overload related to organizing complex information and interpretive divergences within groups, which slowed down the collaborative process. Additionally, technical and organizational challenges, such as a lack of digital skills and coordination difficulties, were also noted. These limitations occasionally hindered the effectiveness of collaborative dynamics and the achievement of learning objectives. Conclusion: CCMs are an innovative teaching-learning tool that promotes interactivity among learners. By overcoming identified challenges and implementing recommended strategies, these maps effectively achieve a variety of educational objectives. |
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| ISSN: | 2147-0901 2564-8020 |
