Heather Connolly Dorothy Spiller


This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas.  Concept mapping was used for three summative assessment pieces, including the final exam, and results indicated that concept mapping enhanced student understanding and personal articulation of connections between course ideas.  The integration of concept mapping into all teaching and a number of assessments enabled the teaching team to ascertain students’ prior knowledge, monitor progress, and adapt teaching so as to be responsive to learners’ perspectives.