Abstract—The present study evaluates a collaborative
concept-mapping technique in the third year mechanical
engineering undergraduates in order to examine students'
performance and attitudes towards an experimental teaching
method in the topic of introduction to the internal combustion
engines (IICE). This study used a quasi experimental design,
incorporating both quantitative and qualitative techniques.
There were 90 students involved in the study divided into two
groups. The experimental group was assigned collaborative
concept maps and the control group was assigned individual
concept maps. The findings indicated that the two teaching
methods resulted in a significant difference with respect to
students' test scores. Collaborative concept maps promoted
higher quality of maps and enhanced active learning.
Collaborative concept mapping to learn the topic of IICE could
increase the possibility of discussion between students, thus
enhancing better organization and understanding of the subject.
Students were positive towards the collaborative concept maps.
Index Terms—Active learning, collaborative learning, concept mapping, IICE.
Uday N. Gaitonde is with the Department of Mechanical Engineering, Indian Institute of Technology, Bombay, India (e mail: firstname.lastname@example.org).
Bhalachandra L. Tembe is with the Department of Chemistry, Indian Institute of Technology, Bombay, India (e mail: email@example.com).
Sachin K. Kamble is with the Department of Mechanical Engineering, Chhatrapati Shivaji Maharaj Institute of Technology, Panvel, India (e mail: firstname.lastname@example.org).
Cite: Uday N. Gaitonde, Bhalachandra L. Tembe, and Sachin K. Kamble, "Computer Assisted Collaborative Concept Mapping in Engineering Education," International Journal of Information and Education Technology vol. 7, no. 6, pp. 469-473, 2017.