Authors: Pavel Kapoun; Jana Kapounová
Addresses: Department of Information and Communication Technologies, Pedagogical Faculty, University of Ostrava, Fráni Šrámka 3, CZ 709 00, Ostrava-Mariánské Hory, Czech Republic ' Department of Information and Communication Technologies, Pedagogical Faculty, University of Ostrava, Fráni Šrámka 3, CZ 709 00, Ostrava-Mariánské Hory, Czech Republic
Abstract: This paper is aimed at analysing case studies of the use of concept maps as tools in the development of eLearning courses or when teaching eLearning courses. Teachers discovered the advantages of concept mapping and learners have come to like it to such an extent that they use it when writing their seminar papers or in their theses. We present papers in which learners develop ICT-supported courses - eLearning courses. The authors of such papers usually follow instructional system design (ISD) principles. Usually, they create a map of all stages of the system design life cycle and go from the low level of distinction to the more detailed levels. Mapping can also be used when explaining the curriculum in an eLearning course. Concept maps can be used in different ways by students because each of them has a different learning style. The authors of theses, which have been selected as examples in this paper, are distant learners who used the paper results in business practice.
Keywords: concept maps; instructional system design; ISD; ADDIE model; e-learning; electronic learning; online learning; Kirkpatrick four-level model; multi-case study; distant learning.
International Journal of Continuing Engineering Education and Life-Long Learning, 2015 Vol.25 No.4, pp.431 - 449
Received: 27 Mar 2015
Accepted: 31 Mar 2015
Published online: 18 Jan 2016 *