بیئة تعلم إلکترونیة تکیفیة قائمة على نموذج التلمذة المعرفیة لطلاب تقنیات التعلیم ذوی التبسیط والتعقید المعرفی وأثرها على تنمیة مهارات إنتاج المحتوى الرقمی وعمق المعرفة. An Adaptive E-Learning Environment based on the Cognitive Apprenticeship Model for Educational Technology Students with Simplicity and Cognitive Complexity and its Effect on Development o

2019 ◽  
Vol 38 (1) ◽  
pp. 765-857
Author(s):  
ولید یسری عبد الحی الرفاعی
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Cognitive Complexity ◽  
Cognitive Apprenticeship ◽  
Technology Students ◽  
E Learning ◽  
Apprenticeship Model

Educational Interactions Quality in E-Learning Environment

2016 ◽  
pp. 216-232
Author(s):  
Tatiana Noskova ◽  
Olga Yakovleva
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Self Assessment ◽  
Environment Quality ◽  
E Learning ◽  
Educational Interactions

The chapter is focused on the problem of educational interactions within E-learning environment. The main questions are: how E-learning environment participants initiate and maintain communication and how an E-learning environment quality can be accessed via the educational interactions analysis? Two directions of E-learning environment interactions assessment are described: formalized assessment, carried out by a teacher on the account of basic educational interactions algorithms; students' self-assessment. The first direction of assessment is proposed to be carried out with the use of basic algorithms of educational interactions in E-learning environment; while the second direction of assessment involves telecommunication reflexive educational technology.

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.

Vom virtuellen Wissensraum zur Lernumgebung – Kooperatives Lernen als integrativer Ansatz für eine mediengestützte Bildung (From the Virtual Knowledge Space to a Learning Environment – Cooperative Learning as Integrative Approach to Educational Technology)

i-com ◽  
2004 ◽  
Vol 3 (2/2004) ◽  
pp. 5-12
Author(s):  
Sabrina Geißler ◽  
Thorsten Hampel ◽  
Reinhard Keil-Slawik
Keyword(s):  
Educational Technology ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Integrative Approach ◽  
Knowledge Space ◽  
Kooperatives Lernen ◽  
E Learning

AbstractKlassische E-Learning-Umgebungen verkörpern vielfach eine ,Einbahnstraße des Lernens‛: Es werden hypermedial aufbereitete Materialien produziert, publiziert und rezipiert. Daneben gibt es Kommunikations- und Kooperationssysteme, die neue Formen der synchronen Interaktion zwischen Lehrenden und Lernenden ermöglichen. In beiden Ansätzen führt die Betonung der damit möglichen Zeit- und Ortsunabhängigkeit dazu, dass Funktionen und Materialien als isoliert zu nutzende Angebote wahrgenommen und umgesetzt werden. Mit dem vorliegenden Ansatz betonen wir dagegen nicht mehr die zeitliche und räumliche Unabhängigkeit, sondern die zeit- und ortsübergreifende Integration aller Prozesse, die im Rahmen eines Lehr- bzw. Lernarrangements auftreten. Dazu stellen wir das Konzept des virtuellen Wissensraums vor, der die nutzergesteuerte Integration unterschiedlicher Funktionsbereiche und Materialien ermöglicht. Da hierbei nicht die Einmalproduktion hochwertiger Materialien im Vordergrund steht, sorgt weiterhin ein multiperspektivischer Modulbegriff dafür, dass mediale Objekte mit unterschiedlichen Zeithorizonten und verschiedenen Rollenzuschreibungen bedarfsgerecht bearbeitet werden können. Die Umsetzung dieser Konzepte wird an einem praktischen Beispiel aus der universitären Lehre illustriert.

scholarly journals Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education

2007 ◽  
Vol 15 (2) ◽  
Author(s):  
Michele D. Dickey
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Cognitive Apprenticeship ◽  
Secondary Teacher ◽  
Web Based ◽  
Secondary Teacher Education ◽  
Barriers And Enablers ◽  
Apprenticeship Model ◽  
K 12 ◽  
Technology Course

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

Assessment in e-Learning Environment: Key Issues and Pitfalls

2014 ◽  
Author(s):  
Natividad B. Concepcion ◽  
Gieselle V. Kwo
Keyword(s):  
Learning Environment ◽  
E Learning ◽  
Key Issues
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