Handbook of Research on Collaborative Learning Using Concept Mapping

Citation

Cloete, L. (2010), "Handbook of Research on Collaborative Learning Using Concept Mapping", Online Information Review, Vol. 34 No. 2, pp. 352-353. https://doi.org/10.1108/14684521011037070

Collaborative learning describes a situation in which the participants learn together and is based on the idea that learning is a naturally social act. A concept map is basically a diagram showing the relationships among concepts and serves as a tool for organising and representing knowledge. Within the educational context concept mapping allows the learner to relate new knowledge to relevant knowledge he or she already possesses. Concept mapping is an example of an active learning tool that instructors can use to facilitate collaborative learning.

This handbook is a presentation of the work that is being done with the use of the concept‐mapping tool to facilitate collaborative learning. It is an exploration of new methodologies and models that are being adapted to enhance education and knowledge acquisition and production.

The contributors are scholars who have been using and researching the concept map tool in their work. There are 22 authoritative contributions by over 45 of the world's leading experts in collaborative learning, using concept mapping from 11 countries.

The book is divided into three sections. Section 1 covers the use of concept mapping and collaborative e‐learning. Section 2 focuses on the face‐to‐face learning situation, and Section 3 explores pre‐school, primary and secondary schools. The chapters cover work with a wide range of ages, from pre‐school to adult education, and for a wide range of subject areas. The contents highlight recent trends and describe the latest advances in the field. The chapters provide illustrations for the improvement of curricula, facilitation of learning, new methods of assessment, community learning, meta‐cognitive learning, and enhanced self‐concept. Some of the prominent topics that the chapters cover are: active learning, collaborative learning, concept mapping, critical teaching, distance learning, e‐learning, information society, online learning, teaching pedagogy and virtual universities.

Most of the chapters interweave theory with practical applications, and numerous illustrations contribute to the presentation of the work. There is an extensive list of references to existing literature and research on collaborative learning using concept mapping. Chapters also include lists of references relevant to the specific chapters. The book also includes a topical index. Another helpful feature of the book is the list of key terms and definitions at the end of chapters.

Since the book covers such as wide range of topics from the education and information spectrums, it is also aimed at a wide range of readers, including educators, teachers, researchers, tutors, instructors, advanced students, academic librarians and anyone interested in the knowledge and information society. The book can be recommended as a reference collection, and most readers should find chapters relevant to their field of interest.