The effect of implementing mind maps for online learning and assessment on students during the COVID-19 pandemic: a cross-sectional study
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BMC Med Educ. 2022 Mar 12;22(1):169. doi: 10.1186/s12909-022-03211-2.
BACKGROUND: In Saudi Arabia, the sudden shift from conventional (in-person) education to online education due to the coronavirus disease 2019 (COVID-19) pandemic has affected teaching and assessment methods . This research aimed to assess the effectiveness of mind maps in this regard, to measure students’ reactions to certain changes related to the educational environment caused by the pandemic and to identify the skills that students perceived to have acquired through mind mapping. .
METHODS: This study used a non-intervention (cross-sectional) design. The participants were students of King Abdulaziz University of two courses in medical physics (second and fourth levels). Data was collected twice (after the first and last mind mapping assignments) and responses were analyzed using a paired t-test. The students’ overall results were compared to the students’ overall performance in the previous term using a chi-square test hypothesis test. Data were collected and analyzed using SPSS software.
RESULTS: Paired t-test results showed no significant difference between average student satisfaction in the two surveys. Nevertheless, student responses revealed their satisfaction with the use of mind maps. Additionally, the students believed they learned skills such as organization and planning, decision-making, and critical thinking through mind map assignments. The chi-square test (Chi-square = 4.29 0.05) showed no difference in the distribution of student grades between the two terms of 2020 (before and after the COVID-19 pandemic) despite the change in assessment style after the start of the pandemic.
CONCLUSIONS: Mind mapping can be adapted as an online teaching and assessment method. Additionally, student support and effective communication at the educational institution level can reduce stress during difficult times.
PMID:35279151 | DOI:10.1186/s12909-022-03211-2