From Novice to Expert Instructional Designer: A Training Based on Cognitive Apprenticeship Model

2015 ◽  
Author(s):  
Vasanta Akondy ◽  
Sahana Murthy
Keyword(s):  
Cognitive Apprenticeship ◽  
Instructional Designer ◽  
Novice To Expert ◽  
Apprenticeship Model

WhatsApp Generation in Zoom University: Online Pedagogical Challenges and Innovations

2022 ◽  
pp. 0258042X2110694
Author(s):  
Divya Aggarwal ◽  
Varun Elembilassery
Keyword(s):  
Online Teaching ◽  
Management Education ◽  
Qualitative Interviews ◽  
Cognitive Apprenticeship ◽  
Jel Classification ◽  
Theoretical Underpinning ◽  
Online Mode ◽  
Early Evidence ◽  
Apprenticeship Model ◽  
Practical Implications

Management education has undergone significant changes owing to the COVID-19 pandemic. The classroom delivery has moved from an offline mode to a completely online mode, unravelling many pedagogical challenges and constraints. This study explores the pedagogical challenges faced by academicians and the innovative remedial measures adopted by them. This study follows an inductive approach using qualitative interviews and uses the cognitive apprenticeship model as the theoretical underpinning. Findings indicate that all domain aspects of the cognitive apprenticeship model are not equally relevant in an online teaching scenario compared to offline teaching. Findings also indicate that the interpersonal and communicational aspects of the learning environment have gained more prominence in online teaching. This article contributes to the existing literature by bringing early evidence on the challenges and innovations in online teaching. In addition, this study also contributes to the understanding of the cognitive apprenticeship model in an online scenario. Even though the scope of the study was limited to academicians from the finance and accounting area, the findings are globally relevant. They have practical implications for other disciplines as well. JEL Classification Codes: M0, I20, I29, Y7

Using the cognitive apprenticeship model to identify learning strategies that learners view as effective in ward rounds

2020 ◽  
Vol 97 (1143) ◽  
pp. 5-9
Author(s):  
Muhammad Tariq ◽  
Sundus Iqbal ◽  
Sonia Ijaz Haider ◽  
Aamir Abbas
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Situated Learning ◽  
Cognitive Apprenticeship ◽  
University Hospital ◽  
Significant Difference ◽  
Positive Learning Environment ◽  
Apprenticeship Model ◽  
Ward Rounds

BackgroundCognitive apprenticeship model (CAM) is an instructional model for situated learning. There is limited data available on application of the CAM in clinical settings. The aim of the study was to identify learning strategies using CAM, which in the opinion of learners are effective in ward rounds.MethodsParticipants were residents and medical students who rotated through internal medicine at Aga Khan University Hospital, Karachi. We sought learners’ opinion on a structured questionnaire based on four principal dimensions of cognitive apprenticeship. A previously determined set of 10 defined competencies were compared with CAM’s six teaching/learning (T/L) methods (modelling, coaching, scaffolding, articulation, reflection and exploration) as well. Mean and SD were calculated. Mann-Whitney test was used to compare scores.ResultsOf 195 participants, there were 100 men (51.3%) and 95 women (48.7%). Perceived learning for six T/L methods, ranged from 3.7 to 3.9 (max=5). Coaching and scaffolding had the highest scores. Statistically significant difference between the student and resident groups was noted. Medical students perceived coaching and scaffolding (4.1 and 4.05) and residents rated coaching, articulation and exploration as most effective (3.9 and 3.8). Majority (82.1%) reported a positive learning environment in wards.ConclusionsCAM enabled to identify two T/L methods (scaffolding and coaching) that are important for learning in ward round. Limited differences in perceived effectiveness of the T/L methods indicate that variety can be used to sustain interest in learners. Positive learning environment, team diversity and tasks of increasing complexity contribute to learning.

Using mobile devices to support cognitive apprenticeship in clinical nursing practice – a case study

2018 ◽  
Vol 15 (4) ◽  
pp. 348-362 ◽  
Author(s):  
Chin-Yuan Lai ◽  
Yung-Chin Yen
Keyword(s):  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Cognitive Apprenticeship ◽  
Mobile Technologies ◽  
Content Type ◽  
Clinical Nursing ◽  
Apprenticeship Model ◽  
Nursing College ◽  
Nursing Courses

Purpose This paper aims to illustrate how mobile devices could be applied to substantiate cognitive apprenticeship model to optimize nursing students’ learning experiences in clinical settings. Design/methodology/approach Eight female students from a nursing college in Taiwan were recruited in this study. They enrolled in a three-week nursing clinical practicum session in the area of psychiatric nursing. Findings Analysis of interview data from students and instructor showed that use of the mobile technology could promote the effectiveness of cognitive apprenticeship model, especially for processes of reflection, coaching, scaffolding and articulation. Originality/value The present study intended to bridge the gap between mobile technologies and cognitive apprenticeship. This study explores students’ experiences and expectations of using mobile technology in clinical nursing courses and clarifies how the cognitive apprenticeship model fits students’ experiences during using mobile technology in the clinical nursing course.

scholarly journals Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students

PLoS ONE ◽  
2015 ◽  
Vol 10 (7) ◽  
pp. e0129938 ◽  
Author(s):  
Farzaneh Saadati ◽  
Rohani Ahmad Tarmizi ◽  
Ahmad Fauzi Mohd Ayub ◽  
Kamariah Abu Bakar
Keyword(s):  
Cognitive Apprenticeship ◽  
Postgraduate Students ◽  
Apprenticeship Model

Experiential Internships: Understanding the Process of Student Learning in Small Business Internships

2012 ◽  
Vol 26 (5) ◽  
pp. 357-367 ◽  
Author(s):  
Mary E. Varghese ◽  
Loran Carleton Parker ◽  
Omolola Adedokun ◽  
Monica Shively ◽  
Wilella Burgess ◽  
...  
Keyword(s):  
Small Business ◽  
Student Learning ◽  
Cognitive Apprenticeship ◽  
Business Owners ◽  
Traditional Classroom ◽  
Small Business Owners ◽  
Highly Qualified ◽  
Entrepreneurial Skills ◽  
Start Up ◽  
Apprenticeship Model

This qualitative study examines the process of student learning in a small-business experiential internship programme that pairs highly qualified undergraduates with local small or start-up companies. The Cognitive Apprenticeship model developed by Collins et al (1991) was used to conceptualize students' reported experiences. The results revealed that the internship structure allowed students to acquire knowledge successfully from experts in the field, situate their learning in the environment of practice, and learn valuable professional and entrepreneurial skills not found in traditional classroom settings. Students reported an increase in self-efficacy and indicated that their interests in working in a small business were solidified or further enhanced. It is argued that these findings have important implications for researchers, small business owners and entrepreneurial and small business support initiatives in higher education.

scholarly journals The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners

2021 ◽  
Vol 10 (5) ◽  
pp. 63
Author(s):  
Ioanna K. Tsiriotakis ◽  
Valia Spiliotopoulos ◽  
Matthias Grünke ◽  
Costas Kokolakis
Keyword(s):  
Self Regulation ◽  
Cognitive Apprenticeship ◽  
Strategy Development ◽  
Control Group ◽  
Word Choice ◽  
Traditional Curriculum ◽  
Self Monitoring ◽  
Quasi Experimental ◽  
Apprenticeship Model ◽  
Argumentative Essays

In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.

scholarly journals Preprint articles as a tool for teaching data analysis and scientific communication

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261622
Author(s):  
Lisa Z. Scheifele ◽  
Nikolaos Tsotakos ◽  
Michael J. Wolyniak
Keyword(s):  
Peer Review ◽  
Information Literacy ◽  
Cognitive Apprenticeship ◽  
Scientific Communication ◽  
Research Data ◽  
Cognitive Approach ◽  
Pedagogical Tool ◽  
Data Presentation ◽  
Students First ◽  
Apprenticeship Model

The skill of analyzing and interpreting research data is central to the scientific process, yet it is one of the hardest skills for students to master. While instructors can coach students through the analysis of data that they have either generated themselves or obtained from published articles, the burgeoning availability of preprint articles provides a new potential pedagogical tool. We developed a new method in which students use a cognitive apprenticeship model to uncover how experts analyzed a paper and compare the professional’s cognitive approach to their own. Specifically, students first critique research data themselves and then identify changes between the preprint and final versions of the paper that were likely the results of peer review. From this activity, students reported diverse insights into the processes of data presentation, peer review, and scientific publishing. Analysis of preprint articles is therefore a valuable new tool to strengthen students’ information literacy and understanding of the process of science.

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