Deeper learning in collaborative concept mapping: A mixed methods study of conflict resolution

This paper extends the investigation of deeper learning beyond learning as an individual endeavor by looking at the collaborative achievement of teams. Healthcare students were engaged in collaborative concept mapping to solve an authentic, contextually situated problem in triads. Both quantitative and qualitative investigations have been conducted to study specifically the impact of learners' conflict resolution on their deeper learning as measured by knowledge convergence (KC). Knowledge convergence refers the similarity between team members' post-collaboration knowledge representations derived through interaction. To compute learners' KC, team members' post-collaboration individual maps were compared through Pathfinder analysis. Contrary to prior research findings, increased conflict negotiation behaviors by an individual resulted in fewer similarities between his or her second map and other members' maps. Theme analysis revealed both effective interaction strategies and challenges that impacted triad team members' attainment of KC. Findings from this study can inform development of effective instructional support to cultivate the occurrence of deeper learning within the contexts of collaborative concept mapping and healthcare education.