E-mapping: Affecting Students Skills - Essay Example

?E-mapping: Affecting Skills Introduction Inculcating critical reading skills to is a burden expressed by numerous Previous researches have given possible reasons for this difficulty, and some have evaluated that the skill is a weakness among students. However, Ellozy and Mostafa (2010) venture on using technological advancement to solve such dilemma in their study entitled, “Making Learning Visible: Using E-maps to Enhance Critical Reading Skills,” where the researchers are both instructors of the American University in Cairo (AUC). Freshman students, including those studying in AUC, also experience the same problem. In addition, since most of the students are Egyptians, English is only a second language. Thus, the present study utilized a hybrid concept/mind mapping online strategy (E-mapping) in order to enhance text comprehension and develop critical reading skills. AUC has a core curriculum course required for all students, Scientific Thinking, which emphasizes on the scientific process and scientific approach in dealing with the world. This curriculum is a basis that students do not usually read texts assigned to them, or cannot analyze the texts. With the use of E-mapping, researchers aim to explore if such strategy could enhance critical thinking and text comprehension, as well as increase student participation in the Scientific Thinking course of the school. Through this study, it will also be determined if the technique would improve the quality and quantity of interaction with text and among students and instructors (p. 635). Review and Analysis I. Methods Because graphic strategies are said to aid in visual approaches to reading better than the traditional linear text presentations, the researchers used concept mapping and mind mapping as strategies to help improve text comprehension and retention. Concept maps are described as those that “consist of terms, concepts or nodes of information usually embedded in boxes connected by directional links between the nodes with arrows and/or linking phrases,” while mind mapping is a “graphical technique of taking notes or representing thoughts or ideas in a visual manner...structured around one central concept, word, or idea, with branches and sub-branches of related ideas” (p. 635). In two semesters, E-mapping was incorporated into the syllabus of three Scientific Thinking sections, introduced gradually to students due to its unfamiliar approach. Initially using a pen and paper introduction and then shifting to a free online software, the students were exposed to the mapping techniques. Assignments of increasing difficulty were given to the sample of 70 students enrolled in the course. Data gathering techniques used comprised of student E-maps, early and late semester anonymous surveys, and mid-semester small group instructional diagnosis (SGID) (p. 638). Surveys were based on students’ perceptions, the SGID on their suggestions, and the E-maps evaluated their performance. II. Results and Conclusions Outcomes of the research project show that E-mapping has several strengths. The strategy encouraged the students to read the texts assigned, and participate in class discussions. In addition, they were obliged to read the text in a critical manner in order to come up with maps as representations of the linear text. Through the maps they construct, knowledge, perceptions, or misconceptions regarding a topic are assessed. Generally, the tool has the benefits expected from it, but student’s reaction to the approach differs. The main concern of the students regarding E-maps is the workload it demands from them. They perceive it as time-consuming, and require “too much work,” concluding that E-mapping is an active learning strategy but not a unique way of testing content or critical thinking, and presenting that such technique permits students to have improved visualization skills important in communicating ideas (p. 645). III. Strengths and limitations The goals of the research project are clearly presented, as well as the details of the methodology and results. The study is successful in achieving their aims in exploring the advantage of integrating concept maps and mind maps into a particular course that is taken by all students, which is presented through their data. With regard to their sample, though, it was mentioned that 70 students participated in the study, but it was not specified if they were all freshman students or not. As it can be recalled, the earlier part of their paper presented that freshman students in AUC have problems in critical reading skills and comprehension. Differences in educational level may cause bias in the results. For example, a freshman participant may show that he or she does not perform well in critical reading skills as compared to post-exposure of E-mapping. On the other hand, a junior student, even without prior exposure to E-mapping, may show better performance in critical reading because of educational experience. This could be a potential bias in the results, since the tool is also perceived to assess the knowledge of students. IV. Recommendations The study is helpful in the field of education, and may pose several implications for practice in the instance that it would be formally integrated into more courses. As mentioned, the tool gives advantages to the students in terms of enhancing their skills, but there is also emphasis on their complaints. A possible solution to this dilemma would probably include lowering the number of assignments that require E-map construction. Because improving the performance of students is the essence of any academic institution, this strategy would help in achieving that goal, but without forgetting the effects it could give the students. If the problem would be neglected and the technique continuously applied to students without modifications, the tool could backfire instead. Conclusion The integration of technology as a part of teaching strategy is becoming a trend in line with the current modernization. Problems with regard to students’ learning, interest, and skills, are currently being conducted with “trial and error” solutions through technological innovation. In the present case, Ellozy and Mostafa (2010) promote the use of E-maps to improve the performance of students in terms of critical reading and comprehension. The technique, indeed, helps students understand assigned texts better, but its demands on time and workload should also be considered by the instructors. When the right balance is achieved in the system, E-maps could be very beneficial for both students and teachers. Reference Ellozy, A. R., & Mostafa, H. M. H. (2010). “Making learning visible: using e-maps to enhance critical reading skills.” MERLOT Journal of Online Learning and Teaching, 6 (3). Retrieved from http://jolt.merlot.org/vol6no3/ellozy_0910.pdf Read More