Joining the pieces: using concept maps for integrated learning and assessment in an introductory management course

Connolly, Heather and Spiller, Dorothy (2016) Joining the pieces: using concept maps for integrated learning and assessment in an introductory management course. Practitioner Research in Higher Education, 10 (1). pp. 176-191.

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Abstract

This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces, including the final exam, and results indicated that concept mapping enhanced student understanding and personal articulation of connections between course ideas. The integration of concept mapping into all teaching and a number of assessments enabled the teaching team to ascertain students’ prior knowledge, monitor progress, and adapt teaching so as to be responsive to learners’ perspectives.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	University of Cumbria
ISSN:	1755-1382
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Heather Connolly and Dorothy Spiller are students at the University of Waikato, New Zealand.
Depositing User:	Anna Lupton
Date Deposited:	24 Oct 2016 19:23
Last Modified:	12 Jan 2024 16:16
URI:	https://insight.cumbria.ac.uk/id/eprint/2483

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