Abstract:

Approach: Concept mapping is an especially good procedure for fostering significant learning and comprehension of the key concepts that lie at the heart of the topics dealt with in a given course. Many teachers have used this teaching technique for years, with the traditional resources of paper, chalkboard and pencil. But for the last few years there have been computer programs available that facilitate concept mapping simply and effectively. They are especially good in virtual and distance education systems. This paper presents a teaching innovation project for university students of education at the National Distance Education University, or UNED, the oldest distance-learning university in Spain. The computer program chosen was CMap Tools.

Objectives: The project’s objectives include these: a) to encourage university students to use ICTs, whose efficacy as an instrument facilitating autonomous learning has been proved; and b) to test the suitability of CMap Tools for conceptual mapping in two ways: for the type of contents found in this particular course and for the level of academic achievement required of the students enrolled in the course.

Methodology: Two specific instruments were designed to implement the project: a) a Teaching Guide and b) a video class. Both were posted on the course’s virtual platform. They provided the necessary guidance to enable students to practice with the computer program and eventually culminate their learning successfully. A plural quantitative and qualitative methodology was used to evaluate the project. Several data-gathering instruments were designed: protocols for self-evaluation and peer evaluation, a student satisfaction questionnaire and a test of the knowledge acquired. An on-line forum for evaluating the project was also provided for.

Results:
The Cmap Tools programme was confirmed as a good computer tool for conceptual mapping in environmental education for sustainable development because of its ease of use and adaptation to students’ academic level. The programme scored an average of 8.4 out of 10 on the scale of user satisfaction in terms of the tool’s motivating capacity.

Conclusions: The results support the idea of the project’s usefulness due to its strong motivating power and the satisfaction students reported.