Using a concept mapping software as a knowledge construction tool in a graduate online course

Stemming from a twenty-month pedagogical experience using a concept mapping software for higher education students in an online course, this paper reports findings from what became an exploratory study. The objectives were to support the students’ knowledge construction process and to stimulate metacognitive reflection. After having read some instructional texts, students used an object-oriented modeling tool (called MOT) to graphically represent a network of at least fifteen knowledge units of their choice. They also had to “explain” their concept map in a narrative format. Based on questionnaire data, comments expressed spontaneously by students in the online forums, and the analysis of their concept maps, the following themes are discussed: (1) students’ attitudes toward concept mapping, (2) how they executed the concept mapping task, and (3) characteristics of the maps produced. In conclusion, some research issues are outlined.