Assigning Process-Oriented Roles in Concept Mapping Mediated Online Group Learning

Group interaction is a key component of group-based learning. However, its implementation in existing learning practices is inefficient. Previous studies discussed the use of concept mapping in group learning. Apart from its clear benefits for group learning and interaction, deficiencies of using concept mapping in distance groups were also recognized, mainly related to labor division, group coordination, and collaboration strategies. This study aims to address the challenge by proposing an intervention strategy of assigning process-oriented roles, i.e., cognitive leader, met cognitive leader, and socio-emotional leader, to students in concept mapping mediated online group learning to facilitate group learning processes. An experimental study in authentic teaching practices was implemented to evaluate the effectiveness of the proposed strategy.