Abstract
In this study, we propose a redesign of learning activities and assessment tools with the intent to counter selectivity and to enhance integrative complexity in student learning of bottleneck concepts in IT-courses. Bottlenecks constitute concepts that are comparatively complex and thus are more likely to be subject to selectivity by students. Selectivity in all forms – exposure, attention, perceptions, retention, and recall – is thought to diminish the quality of learning processes and outcomes by limiting the extent to which individuals recognize and integrate different dimensions of a given topic. To alleviate selectivity and to enable the integration of concepts covered in the course, we propose the use of concept maps (CM). Concept maps provide a graphical representation of concepts and the associations between them; the associations are labeled to represent discipline-specific propositions. In the proposed study, concept maps will be part of in-class activities, lab exercises, and exams, to be administered in six course sections of three different IT courses. The impact of the interventions will be assessed based on a comprehensive reflective manuscript to be submitted at the end of the semester and that will include concepts from both CM-based interventions and traditional parts of the course. Details of the research model, field experiment design, and an outline of activities are included in this proposal. We believe that concept maps can further integrative complexity, which is a critical ‘gluing’ mechanism for creating meaningful learning experiences within and beyond a given course. More broadly, the application of integrative complexity can contribute to information processing and decision making which are essential for life-long independent learning.
Recommended Citation
Javadi, Elahe; Gebauer, Judith; and Lai, Jianwei, "Countering Selectivity and Enhancing Integrative Complexity through Visualizing Knowledge Bottlenecks" (2019). AMCIS 2019 Proceedings. 8.
https://aisel.aisnet.org/amcis2019/is_education/is_education/8
Countering Selectivity and Enhancing Integrative Complexity through Visualizing Knowledge Bottlenecks
In this study, we propose a redesign of learning activities and assessment tools with the intent to counter selectivity and to enhance integrative complexity in student learning of bottleneck concepts in IT-courses. Bottlenecks constitute concepts that are comparatively complex and thus are more likely to be subject to selectivity by students. Selectivity in all forms – exposure, attention, perceptions, retention, and recall – is thought to diminish the quality of learning processes and outcomes by limiting the extent to which individuals recognize and integrate different dimensions of a given topic. To alleviate selectivity and to enable the integration of concepts covered in the course, we propose the use of concept maps (CM). Concept maps provide a graphical representation of concepts and the associations between them; the associations are labeled to represent discipline-specific propositions. In the proposed study, concept maps will be part of in-class activities, lab exercises, and exams, to be administered in six course sections of three different IT courses. The impact of the interventions will be assessed based on a comprehensive reflective manuscript to be submitted at the end of the semester and that will include concepts from both CM-based interventions and traditional parts of the course. Details of the research model, field experiment design, and an outline of activities are included in this proposal. We believe that concept maps can further integrative complexity, which is a critical ‘gluing’ mechanism for creating meaningful learning experiences within and beyond a given course. More broadly, the application of integrative complexity can contribute to information processing and decision making which are essential for life-long independent learning.