Educators are now seeking new methodologies to respond to the demand for personal education and knowledge acquisition and production. Concept mapping, a powerful learning and teaching technique, provides these educators with new methods that are beginning to be implemented at all educational levels in many institutions worldwide.

The Handbook of Research on Collaborative Learning Using Concept Mapping presents innovative educational and learning models that meet current complex educational demands, providing educators and teachers, as well as researchers, tutors, and students with a comprehensive understanding of the current research and trends of both theory and pedagogy in e-learning, involving collaborative learning and concept mapping. Compiling authoritative studies from an interdisciplinary network of education and instructional technology experts, this reference collection is essential to academic and research libraries and to a full range of stakeholders in the research and practice domains of education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Active Learning
Collaborative Learning
Concept mapping
Critical teaching
Distance Learning
E-Learning
Information Society
Online Learning
Teaching pedagogy
Virtual Universities

Reviews & Statements

"Collaborative Learning meets the demands of the knowledge and information society, in which the 'information explosion' and the demands for greater and more varied supply make it necessary to convert new knowledge produced by science and technology into educational resources and content as a matter of urgency."

– Patricia Lupion Torres, Pontifícia Universidade Católica do Paraná, Brazil

The book can be recommended as a reference collection, and most readers should find chapters relevant to their field of interest.

– Online Information Review, Vol. 34, No. 2

"This collection of research on concept mapping for collaborative learning is aimed at educators, IT professionals, and software designers who need to respond to the current demands for personal education, knowledge acquisition, and production. [The editors] have collected research from experts in the field that covers the use of concept mapping in E-learning environments and face-to-face situations at the preschool, primary, and secondary school levels. A final section addresses the use of concept mapping and formative assessments to support literacy and learning."

– Book News, Inc., Research Book News

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Editor/Author Biographies

Patricia Lupion Torres has been a professor at PUCPR (Pontifical Catholic University of Parana/Brazil) since 1982. She was Head of the Education Department from 1994 to 1998 and again from 2003 to 2005. She was the coordinator of Research and Assessment of the Distance Learning Department from 2002 to 2003. She was also a lecturer at UFSC (Federal University of Santa Catarina/Brazil) on the Media and Knowledge Masters Course from 1999 to 2002. A Pedagogue, she is a Specialist in Psycho-pedagogy and in Sociological Theories and has a Master in Education from PUCPR. She took her doctorate on Media and Knowledge at UFSC. She was on the Board of Directors of PUCWEB from 2003 to 2005. She is currently the Pedagogical Coordinator of the National Service on Rural Learning – SENAR-PR. She manages projects on the use of virtual learning environments for distance learning in Higher Education, teaches the Masters and Doctorate in Education Courses at PUCPR whilst is the Director of Distance Learning at the same institution.

Rita de Cássia Veiga Marriott BA, MEd, is a member of the academic staff in the Department of Hispanic Studies and at the Centre for Modern Languages at the University of Birmingham UK, where she is a Portuguese Language Tutor. She has lectured at the Pontifícia Universidade Católica do Paraná (PUCPR) and at Universidade Federal do Paraná (UFPR) in Brazil in subjects including EFL, ESP, Collaborative Learning Online, Translation Studies, New Technologies in Education in the Department of Languages and the Department of Education at graduate and post-graduate levels and has also given Teacher Training Courses related to Computer Assisted Language Learning at CELIN (UFPR’s Language Centre). She has participated in several projects involving e-learning and CALL and has been a member of the research group on Education, Communication and Technology at PUCPR since 2004. She is a founder-member of Braz-TESOL (1983), and since 1986 she has presented papers at various events nationally and internationally. Her research interests include language teaching, learning and acquisition, CALL, e-learning, new technologies in Education and the use of concept maps for language learning/teaching, and she has published in several of these areas including a book, chapters in books, articles in Journals and conference contributions. She is currently a doctoral student in E-Learning and Language Acquisition in the School of Education at the University of Birmingham UK.

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Editorial Advisory Board

Editorial Advisory Board

Marcelo de Carvalho Borba, UNESP (Sao Paulo State University at Rio Claro), Brazil

Chaka Chaka, Walter Sisulu University, South Africa

Fermín González , Public University of Navarra, Spain

Ria Hanewald, The University of Melbourne, Australia

Robert R. Hoffman, Institute for Human and Machine Cognition, USA

Marcus Vinicius Santos Kucharski, Pontifical Catholic University of Paraná - Brazil

Marco Antonio Moreira, Universidade Federal do Rio Grande do Sul, Brazil

Alexandra Okada, The Open University - Knowledge Media Institute, UK

Claudio Rama, Universidad Nacional Tres de Febrero (UNTREF), Argentina

Bento Duarte Silva, Universidade do Minho, Portugal