A Cognitive Apprenticeship Approach to Facilitating Web-Based Collaborative Problem Solving
ARTICLE
Fan-Ray Kuo, Gwo-Jen Hwang, Szu-Chuang Chen, Sherry Y. Chen
Journal of Educational Technology & Society Volume 15, Number 4, ISSN 1176-3647 e-ISSN 1176-3647
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. (Contains 4 tables and 4 figures.)
Citation
Kuo, F.R., Hwang, G.J., Chen, S.C. & Chen, S.Y. (2012). A Cognitive Apprenticeship Approach to Facilitating Web-Based Collaborative Problem Solving. Journal of Educational Technology & Society, 15(4), 319-331. Retrieved March 19, 2024 from https://www.learntechlib.org/p/75466/.
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Keywords
- Apprenticeships
- Cognitive Style
- Control Groups
- Cooperative learning
- Educational Strategies
- Elementary School Students
- Experimental Groups
- Grade 5
- information retrieval
- Measures (Individuals)
- models
- Online Searching
- problem solving
- reflection
- Scaffolding (Teaching Technique)
- Search Engines
- teaching methods
- Web Based Instruction
Cited By
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Distributed Learning: A Flexible Learning and Development Model
Stephen Victor & Shannon Hart, Obsidian Learning, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 281–290
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