Research Article
Soonri Choi, Hongjoo Ju, Jeein Kim, Jihoon Song
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep507
ABSTRACT
Computer-supported collaborative learning is an instructional technique to solve complex tasks. One of the key factors to enhance collaboration is increasing the level of interdependence among the collaborators. This study was conducted to examine if the heterogeneous knowledge held by each member promoted by heterogenous instructional sequencings enhances the level of interdependence during collaboration. A quasi-experiment was conducted with college seniors preparing for their careers in a Shinhan University located in Gyeonggi-do, South Korea. The experiment consisted of two phases: one was, where students gained prior knowledge using homogeneous or heterogeneous complex-task sequencing. The other was, where they collaborated with each other using a computer-supported tool. The results showed the statistically significant difference between the two groups in terms of extraneous collective cognitive load, intrinsic motivation, and learning transfer. The collaborative groups of members, which utilized heterogeneous instructional sequencings during the individual learning phase showed relatively lower extraneous collective cognitive load, and higher intrinsic motivation in three consecutive collaborative sessions except for the first. As well as groups of members had higher learning transfer results. Implications and limitations were further discussed on results.
Keywords: collaborative learning, computer-supported collaborative learning, conservation of resource theory, collective cognitive load theory, complex-task instructional sequencings, intrinsic motivation
Research Article
Jennifer A. Scott-Brown, Jill E. Stafeniak
CONT ED TECHNOLOGY, Volume 7, Issue 4, pp. 331-351
ABSTRACT
The majority of research that has been conducted on structuring mentorship programs has
been on career support in terms of transferring tacit and explicit knowledge from the
supervisor to the protégé. While the instructional design literature touts that cognitive
apprenticeships provide a great framework for constructivist and situated learning
environments, little research has been done examining how much time should be allocated to
the various phases of the apprenticeship framework. The purpose of this study was to explore
whether the use of a cognitive apprenticeship framework could be used to mentor new
librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs
assessment to determine the skills necessary for programmers to deliver a curriculum based
storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship
included observation and reflective journals. Data collected during Phase 3 consisted of
participant interviews immediately following the implementation of the cognitive
apprenticeship, and three months after the conclusion of the study. All data was coded and
analyzed using a phenemonological approach. The researchers found the need for flexibility
when utilizing a cognitive apprenticeship model, based on participant prior knowledge and
experience, the importance of the modeling and coaching stages of the model, participant
desire for working with other programmers being trained.
Keywords: situated learning, instructional sequencing, cognitive apprenticeship, programming, librarians
Research Article
Jill E. Stefaniak, Monica W. Tracey
CONT ED TECHNOLOGY, Volume 6, Issue 2, pp. 95-112
ABSTRACT
In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning.
Keywords: Learner-centered instruction, Instructional sequencing, Teaching strategies, Student motivation