Systematic literature review: Analysis of Knowledge construction during Problem-based learning
Collaborating with Dr. Binbin Zheng.
Conference presentation: Chen, W. & Zheng, B. (2023). Process-oriented analysis of knowledge construction in Problem-based learning: A review of health professions education literature. American Educational Research Association 2023 Annual Meeting (AERA 2023)
Journal submission (first authored) being prepared
Small group collaboration and knowledge construction plays an essential role in the outcomes of Problem-Based Learning (PBL). However, there is a dearth of systematic reviews that focus on knowledge construction during PBL in health professions education directly analyzed the interaction process (versus only using indirect research methods). We conducted a systematic review of health professions education literature to address this need. Our review focus on theoretical frameworks, methodology, current major areas of findings, and future research trends.
The Role of Conflict in Knowledge Construction
Journal Article: Chen, W. Allen, C.& Jonassen, D. (2018) Deeper Learning in Collaborative Concept Mapping: A Mixed Methods Study of Conflict Resolution. Computers in Human Behavior. https://www.sciencedirect.com/science/article/pii/S074756321830013X
Abstract: This paper extends the investigation of deeper learning beyond learning as an individual endeavor by looking at the collaborative achievement of teams. Healthcare students were engaged in collaborative concept mapping to solve an authentic, contextually situated problem in triads. Both quantitative and qualitative investigations have been conducted to study specifically the impact of learners' conflict resolution on their deeper learning as measured by knowledge convergence (KC). Knowledge convergence refers the similarity between team members' post-collaboration knowledge representations derived through interaction. To compute learners' KC, team members' post-collaboration individual maps were compared through Pathfinder analysis. Contrary to prior research findings, increased conflict negotiation behaviors by an individual resulted in fewer similarities between his or her second map and other members' maps. Theme analysis revealed both effective interaction strategies and challenges that impacted triad team members' attainment of KC. Findings from this study can inform development of effective instructional support to cultivate the occurrence of deeper learning within the contexts of collaborative concept mapping and healthcare education.
Conference presentation of initial outcomes of this study: Chen, W., Allen, C., & Jonassen, D. (2017) Deeper Learning through Conflict Resolution or Stubborn Resistance to Change? American Educational Research Association 2017 Annual Meeting (AERA 2017)
Knowledge construction through online peer feedback
Journal Article: Chen, W. (2017) Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback. Knowledge Management & E-Learning. 9(1), 1–18.
Abstract: This research focused on pre-service mathematics teachers’ sharing of knowledge through reciprocal peer feedback. In this study, pre-service teachers were divided into groups of five and engaged in an online reciprocal peer feedback activity. Specifically, after creating an individual concept map indicating high school students’ possible solutions to an algebra problem, pre-service teachers shared their individual maps with team members and engaged in online discussion, commenting on the concept maps of other group members and responding to peers’ feedback. Similarities in team members’ knowledge representations before and after this peer feedback activity were compared in order to analyze their knowledge convergence. It was found that a team member’s knowledge was more likely to match that of other team members after the online reciprocal peer feedback activity. Qualitative analysis was also conducted in order to explore the possible influence of a team’s interaction process on members’ knowledge convergence. It was also found that, after engaging in this peer feedback process, pre-service teachers demonstrated greater improvement in their convergence of concepts relating to problem-solving strategies than in the concepts representing problem context and domains.
Conference Presentation: Chen, W., Allen, C., & Jonassen, D. (2013). Does collaborative concept mapping enhance group members’ knowledge convergence? Global Chinese Conference on Computers in Education (GCCCE2013).
Abstract: Collaborative learning is considered successful, in part, if knowledge convergence occurs. Knowledge convergence indicates similar knowledge representations being shared among group members in the process of collaborative learning. However, few studies have examined the effectiveness of instructional strategies in achieving knowledge convergence or the assessment methods of convergence. This paper examines whether learners attained knowledge convergence during their collaborative concept mapping, and explores novel approaches to document the occurrence of knowledge convergence. In this study, Radiographic Physics undergraduates were divided into triads. Our concept mapping task asked the students to infer possible causes of an x-ray machine breakdown. The students were asked to submit an individual concept map to represent their diagnosis. Each triad then met together and made a map representing their collective solution to the same problem. After their collaboration, the students revised their individual concept maps on their own. Through Pathfinder analysis, it was found that after engaging in group concept mapping, the team members’ knowledge structures became more similar. The unique influence of collaboration on the achievement of knowledge convergence was also demonstrated through direct comparisons of the students’ maps. At the end of this paper, we compare our findings with the results from prior studies and discuss the contributions of this study to the development of effective assessment methodology of knowledge convergence.