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The concept map is becoming a ubiquitous tool in education. In recent years there has been a growing interest in "diagramming" or "mapping" ideas to be learned (e.g., Jonassen et al., 1998). The approach has been championed by study skills proponents such as Buzan (1993). Maps of concepts and relationships have been used by many researchers and practitioners to help diagnose misunderstanding, improve study methods and glimpse how learners come to know. In other areas, the representation of knowledge in formalisms such as the Net greatly assisted the development of intelligent tutoring systems (e.g., Sowa, 1983). In order to better understand the claims made for its efficacy, reference to how concept maps have been used and defined will lead to a plausible explanation of the process of "off-loading" of concepts during learning or study (McAleese, 1994, 1998). In order to demonstrate the widespread application of supporting learners with external "1earning spaces" (c.f. ISLEs/ and REALs-...

Abstract not found

This paper uses a theoretical framework for concept mapping as an instance of a learning environment - The Knowledge Arena, (McAleese, 1994, 1998a, 1998b) and examines it against an existing framework for active learning (Rich Environments for Active Learning (REAL), Grabinger, Dunlap & Duffield, (1998) The aim of the paper is to better understand environments for learning. Adjuncts to study and learning are becoming increasingly important in preparing learners for formal and informal education opportunities. The "concept map" or "mind map" (e.g. Novak & Gowin, 1984; Buzan, 1993 i ) is a ubiquitous tool that has been used in computer-based applications (Fisher et al, 1990) and paper and pencil applications. While there is a significant literature on its use and methodology, there has been no coherent explanation of the concept map as an interactive dynamic adjunct to learning. The paper argues that there are both Strong and Weak comparisons between the elements of the Knowledge Aren...

This paper proposes an action research model as basis for the management of change in continuing professional distance education (CPDE). The model proposed emerged from the need to manage a complex change process from traditional paper-based distance education to e-learning. In order to illustrate and support the model proposed, this paper describes and discusses such a change process in a CPDE Masters programme. The Educational Management Action Research (EMAR) model conjugates pedagogical thinking, curriculum design and organisational context. This model facilitates dialogue of all parties engaged in the design and delivery of CPDE. This enables educational managers to effectively lead change in their courses.

This paper discusses and describes the practices that facilitate learner control in an online environment. The major thrust of online learning is focussed on providing activities that shift the control from the teacher to the student. The approach is mainly based on the constructivist theory. It includes active learning that allows learners to construct their own knowledge as opposed to the assumption that they are “empty vessels ” that need to be filled with information. Some of the principles of active learning are discussed, mainly relying on adult learning and the constructivism theory. The major techniques of active online learning such as collaborative and cooperative learning, asynchronous learning, synchronous learning and discovery learning techniques are also discussed. Both qualitative and quantitative data were collected for the study. Qualitative data were collected based on the experience of the author in teaching line courses in Universiti Tun Abdul Razak or in short UNITAR. On the other hand, quantitative data were collected through survey. The questionnaires were distributed to students in UNITAR during one of the class meetings and 139 of them were completed and returned to the researchers. Based on the data collected and analyzed, several practices were recommended to facilitate learner control in an online learning environment.

The use of the Web to support learning and teaching is now widely recognised as being an integral part of the development and delivery of learning and teaching materials. However, there is still a tendency to simply use the Web as a relatively static medium, with little thought to the underlying pedagogical guiding principles. This paper describes an online resource for business and economics students', which aims to provide a rich, engaging learning environment. The underlying assumptions for the development of the site will be described and key aspects of the main facilities outlined. The paper shows how the underpinning pedagogical principles were translated into practical online interactive resources.