Effects of computer-based mind mapping on students' reflection, cognitive presence, and learning outcomes in an online course

• Published in: Distance education Vol. 44; no. 3; pp. 544 - 562
• Main Authors: Liu, Zhi, Kong, Xi, Liu, Sannyuya, Yang, Zongkai
• Format: Journal Article
• Language: English
• Published: Melbourne Routledge 03-07-2023; Taylor & Francis Ltd
• Subjects: Cognition & reasoning; cognitive presence; computer-based mind mapping; Computers; Distance learning; Educational objectives; epistemic network analysis; Learning Processes; Network Analysis; online learning; Reflection; Reflective practice; Statistical Analysis; University students
• ISSN: 0158-7919; 1475-0198
• DOI: 10.1080/01587919.2023.2226615

Reflection plays a very important role in the learning process, contributing to improved learning performance and potentially influencing cognitive process. Few studies, however, have used computer-based mind mapping to enhance student reflective activities and examine the relationship between reflection, cognitive presence, and learning outcomes. Therefore, a quasi-experiment was implemented by recruiting students from a big data class at a normal university in central China. The collected data was analyzed by jointly using analysis of covariance, cognitive network analysis, linear regression, and moderating effect analysis. The results were as follows: (a) Students who used computer-based mind mapping performed better on reflection, higher-order cognitive presence, and learning outcomes. (b) The epistemic network analysis showed that students who used computer-based mind mapping had strong connections in higher levels of cognitive presence. (c) Reflection had a positive predictive effect on cognitive presence and learning outcomes, with mind mapping positively moderating the relationship between reflection, cognitive presence, and learning outcomes.