Effective Mind Maps in E-learning (original) (raw)

E-Learning in Higher Education: Reflection of the Term in Mind Maps

International Journal of Information and Communication Technologies in Education

The paper presents results of the survey monitoring individual concepts of e-learning of university students. The survey ran at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The research sample consisted of 104 respondents who enrolled in the first year of bachelor study programme of Applied Informatics and master study programme of Information Management. In the first phase, students did not design their mind maps by themselves but the Khan’s model of e-learning was used. This model includes 17 terms which are structured in eight dimensions. In the first phase students worked with these terms and structured them into their own concept; adding other terms or omitting any of them was encouraged. In case of completely different concept, students might have designed their own mind maps. The results showed students’ concept of e-learning had not been completely built despite their field of study is Informatics, i.e. they are expected to have cl...

Concept of e-learning Reflected in Mind Maps of University Students

Procedia - Social and Behavioral Sciences, 2014

Mind mapping as a research method provides a multi-dimensional insight and discovers deeper levels of learner´s preconcert. The research focuses on the problem how university students understand the phenomenon of e-learning. Respondents worked with the eight-dimensional model of e-learning by Khan, both making changes in the model or constructing their own concept. The research group included 104 respondents, students of IT study programmed at the Faculty of Informatics and Management, University of Hradec Kralove. The results were analyzed according to four criteria and showed that students of informatics understood e-learning not only as the (future) IT experts but also as the educational tool.

Interactive Mind Map: A Model for Pedagogical Resource

Open Education Studies, 2021

This paper presents an extension of the mind map pedagogical tool, a conception in which the mind map becomes interactive and dynamic. We took advantage of all the mind map’s learning potential and benefits, and we add new ones when we propose the interactive mind map tool. We develop a model in which the teacher would have an authoring tool for creating a mind map with its elements, relationships, and interactive content related to each map element. The proposed tool is rich media, as it incorporates different types of media, allowing it to reach students with different learning profiles and needs. Furthermore, the technological aspect brings the school closer to the student’s reality.

Digital Mind Mapping Software: A New Horizon in the Modern Teaching- Learning Strategy

Journal of Advances in Education and Philosophy, 2020

Digital mind mapping is a unique method which improves productivity by helping to build and analyze ideas, and facilitates information structuring and retrieval. Educators and learners can use different types of software to create digital mind map for teaching-learning. The objectives of the paper are: to describe about different types of software used in creating digital mind maps; to highlight the process of digital mind map development through software and to provide an overview of benefits and usefulness of digital mind mapping software. It's a review-based study. Articles published in various leading journals, conference proceedings, online materials have been referred in the present article. The first part of the paper describes concept of digital mind mapping software. Second part of the paper provides a brief description about different software used in creating digital mind maps. The third part of the article explains about the process of digital mind map creation through software. The last part of the paper elaborates benefits and usefulness of digital mind mapping software. It reveals that digital mind mapping software can be used by institutions/teachers/students for teaching and learning as it simplifies the information easily for better understanding. The article points out that digital mind mapping software gives learners the ability to engage directly in the learning process by developing digital mind maps. The paper also indicates that digital mind mapping software can be used as brainstorming tool to construct visual diagrams of ideas. The paper would be great use for educators as well as students for teaching, learning and assessment at different levels of education.

E-learning in Mind Maps of Czech and Kazakhstan University Students

Procedia - Social and Behavioral Sciences, 2015

Both the Czech Republic and Kazakhstan, reflecting social changes and latest technical and technological development, have implemented the ICT into education and claimede-learning became standard within higher education. As the systems of education and process of ICT implementation are similar in both countries, we focused on the problem how the term of elearning is understood by technical university students, monitoring the state and highlighting similarities and differences. The method of mind mapping was applied, being based on the Khan´s concept of eight-dimensional concept of e-learning. The collected data were analyzed under two criteria: number of dimensions accepted from the Khan´s concept and the entire dimensions included/non-included in individual students´ concept. The results were presented in the form of commented diagrams. The results showed the content focus of study programmes strongly corresponded to individual students´ concepts of elearning and both similar features and differences were detected.

The Mind Map at the Service of Learning

International journal of multidisciplinary research and analysis, 2022

Mapping is a technique that helps students organize their knowledge about a topic or idea. This term, also known as heuristic diagram, cognitive map, the English psychologist Tony Buzan or Anthony Peter Buzan developed concept map or «mindmapping», during the 1970's. This technique allows for a freer, non-linear organization of information, and is often suitable for students with a visual approach to data. It is also very useful for students with learning disabilities. In this subject, we distinguish two major concepts: "mind mapping" and "mind map". In this work, we present a theoretical outline on the "mind mapping", the "mind map" and the difference between these two concepts, and then we are interested in the elements that can influence understanding, meaning and learning as well as the different mind map applications. In the end, at the practical part, which concerned a sample of 38 students from the first year of the Scientific Baccalaureate, we concluded in this research, that the visual convivial structuring aspects of mind maps help struggling students who have difficulty concentrating in class and understanding information presented in large blocks of text. However, in general, the mind map is a relevant tool for all students, since it allows them to very easily create review sheets.

An Exploratory Analysis of Mind Maps

The results presented in this paper come from an exploratory study of 19,379 mind maps created by 11,179 users from the mind mapping applications ‘Docear’ and ‘MindMeister’. The objective was to find out how mind maps are structured and which information they contain. Results include: A typical mind map is rather small, with 31 nodes on average (median), whereas each node usually contains between one to three words. In 66.12% of cases there are few notes, if any, and the number of hyperlinks tends to be rather low, too, but depends upon the mind mapping application. Most mind maps are edited only on one (60.76%) or two days (18.41%). A typical user creates around 2.7 mind maps (mean) a year. However, there are exceptions which create a long tail. One user created 243 mind maps, the largest mind map contained 52,182 nodes, one node contained 7,497 words and one mind map was edited on 142 days.

Application of mind maps as a learning resource for university students

2020

The research aims to know the effectiveness of the application of mind maps as a didactic resource in the learning of university students. The study was applicative, with a quasi-experimental design, we worked with a sample of 78 students from a university in Lima, Peru. As a result, it can be shown that both the control and experimental groups do not present significant differences in the pretest. In conclusion, teaching is not only about providing information, but also about helping to learn, and to do so the teacher must have a good knowledge of his/her students.

Computer-Supported Collaborative Learning with Mind-Maps

Communications in Computer and Information Science, 2009

Collaborative learning is a set of various approaches in education that involve joint intellectual effort by students or students and teachers. It opposed to the traditional 'direct transmission' model, in which learners are assumed to be passive, receptive, isolated receivers of knowledge and skills delivered by an external source. Today Computer-Supported Collaborative Learning (CSCL) is actively developed to support collaborative learning process with the help of modern information and communication technologies. Mindmaps is one of the wide-known learning technique which can be used in CSCL. In this paper we present new mindmaps Web-based tool Comapping, which provides a wide variety of ways to organize collaborative processes in education. We also describe our experiments with applying the CSLC-paradigm using Comapping while teaching Software Engineering in Saint Petersburg State University.