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Michele D Dickey - One of the best experts on this subject based on the ideXlab platform.

  • integrating cognitive Apprenticeship methods in a web based educational technology course for p 12 teacher education
    Computers in Education, 2008
    Co-Authors: Michele D Dickey
    Abstract:

    The purpose of this study is to investigate the integration of a cognitive Apprenticeship Model in a Web-based course. The subject of this study is an educational technology course for pre-service P-12 teacher education students. Specifically, this study presents student reports of how cognitive Apprenticeship methods impacted student learning processes of (a) technology skills and (b) technology integration methods for teaching. The methodological framework for this qualitative investigation is an interpretive case study. Student reflections and teacher observations revealed that students found Modeling, coaching, scaffolding, and exploration key to fostering skill knowledge, and they found the use of cognitive Apprenticeship methods fostered an understanding of integrating technology for teaching and learning.

  • Barriers and Enablers in Integrating Cognitive Apprenticeship Methods in a Web-Based Educational Technology Course for K-12 (Primary and Secondary) Teacher Education
    Research in Learning Technology, 2007
    Co-Authors: Michele D Dickey
    Abstract:

    The purpose of this study is to investigate the integration of a cognitive Apprenticeship Model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive Apprenticeship Model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive Apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive Apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive Apprenticeship methods in a Web-based distance education course for teacher education. DOI: 10.1080/09687760701482218

  • Barriers and enablers in integrating cognitive Apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education
    Association for Learning Technology, 2007
    Co-Authors: Michele D Dickey
    Abstract:

    The purpose of this study is to investigate the integration of a cognitive Apprenticeship Model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive Apprenticeship Model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive Apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive Apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive Apprenticeship methods in a Web-based distance education course for teacher education

Sherry Y. Chen - One of the best experts on this subject based on the ideXlab platform.

  • A Cognitive Apprenticeship Approach to Facilitating Web-Based Collaborative Problem Solving
    Educational Technology & Society, 2012
    Co-Authors: Fan-ray Kuo, Gwo-jen Hwang, Szu-chuang Chen, Sherry Y. Chen
    Abstract:

    Enhancing students’ problem-solving abilities has been recognized as an important and challenging issue for technology-enhanced learning. Thus, previous research has attempted to address this issue by developing various mechanisms, among which a cognitive Apprenticeship Model can particularly enhance students’ abilities. However, it is not clear whether such a mechanism is suitable for every learner. Thus, this study examines the effects of human factors on problem-solving effectiveness in the cognitive Apprenticeship Model. Among various human factors, this study focuses on cognitive styles, with an emphasis on Witken’s Field Dependence. The results indicate that Field Dependent learners can get great benefits from the cognitive Apprenticeship Model via collaborative learning. Implications for how to accommodate the needs of different cognitive style groups are discussed.

Paul A. Kirschner - One of the best experts on this subject based on the ideXlab platform.

Kamariah Abu Bakar - One of the best experts on this subject based on the ideXlab platform.

  • Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students.
    PloS one, 2015
    Co-Authors: Farzaneh Saadati, Rohani Ahmad Tarmizi, Ahmad Fauzi Mohd Ayub, Kamariah Abu Bakar
    Abstract:

    Because students’ ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is ‘value added’ because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive Apprenticeship in learning and problem solving in the workplace. In a cognitive Apprenticeship learning Model, skills are learned within a community of practitioners through observation of Modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning Model, the i-CAM could significantly promote students’ problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.

Brian Hansford - One of the best experts on this subject based on the ideXlab platform.

  • students perceptions of field experience in professional development a comparative study
    Journal of Nursing Education, 2000
    Co-Authors: Sandra Dunn, Lisa C Ehrich, Alissa Mylonas, Brian Hansford
    Abstract:

    : The movement of the health care and education professions from an Apprenticeship Model in the early half of the century to the tertiary education sector has brought an awareness of the key role field experience or practicum plays in professional development. The literature has demonstrated that field experience during teacher education and clinical education is a valuable part of preparation for entry into the teaching and nursing professions. The purpose of this study was to compare and contrast the perceptions of final year students from three distinct undergraduate field experiences. Queensland University of Technology students from adult and workplace education, secondary education, and nursing participated in the study. Data were collected through a series of focus group interviews with groups of five to nine participants across the three discipline areas. Students described their expectations of the practical side of their learning and the learning outcomes that eventuated during the practicum.