Using Student Perceptions of Collaborative Mapping to Facilitate Interdisciplinary Learning

Autor/in	Everett, Michele C.
Titel	Using Student Perceptions of Collaborative Mapping to Facilitate Interdisciplinary Learning
Quelle	In: InSight: A Journal of Scholarly Teaching, 14 (2019), S.113-129 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Student Attitudes; Interdisciplinary Approach; Concept Mapping; Instructional Effectiveness; Educational Strategies; Introductory Courses; College Students; Cooperative Learning; Public Colleges; Liberal Arts; Problem Based Learning; Exhibits; Social Problems; Learning Strategies + Suchen Sie Ihr Suchwort? Schülerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Concept Map; Unterrichtserfolg; Lehrstrategie; Einführungskurs; Collegestudent; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Social problem; Soziales Problem; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This article reports on a study that investigated student perceptions of the effectiveness of collaborative mapping as a teaching strategy to facilitate interdisciplinary learning. Forty-five students enrolled in an introduction to interdisciplinary studies course participated in the study. Qualitative data, collaborative maps and student evaluations were analyzed using content and thematic analysis. Findings provide new understandings about using student perceptions of learning experiences to inform classroom practice. These understandings have implications for addressing the increasing pressure to demonstrate teaching effectiveness and learning outcomes in higher education. (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01