Using mind maps for the measurement and improvement of learning quality

Abstract

Graphic organisers, specifically concept maps, have been used to measure learning quality in higher education. This paper examines the use of an alternate graphic organiser to assess and improve learning quality. Mind maps interactively created within groups of learners, in support of specific constructivist learning practices, are assessed here. Results indicate that the mind map is an appropriate alternative to the concept map for observing constructivist learning within a technical discipline. Further, the practice of collective mind map creation, using an initial spoke structure, positively impacts learning quality within a community of learners.