Design of a Learning-Centered Online Environment: A Cognitive Apprenticeship Approach

Autor/inn/en	García-Cabrero, Benilde; Hoover, Michael L.; Lajoie, Susanne P.; Andrade-Santoyo, Nadia L.; Quevedo-Rodríguez, Lídice M.; Wong, Janice
Titel	Design of a Learning-Centered Online Environment: A Cognitive Apprenticeship Approach
Quelle	In: Educational Technology Research and Development, 66 (2018) 3, S.813-835 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-018-9582-1
Schlagwörter	Instructional Design; Online Courses; Instructional Materials; Student Centered Learning; Apprenticeships; Teaching Methods; Models; Learning Theories; Case Studies; Student Improvement; Graduate Students; Masters Programs; Blended Learning; Program Evaluation; Statistical Analysis; Scores; Protocol Analysis; Student Educational Objectives; Academic Achievement + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Apprenticeship; Lehre; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Learning theory; Lerntheorie; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Programme evaluation; Programmevaluation; Statistische Analyse; Schulleistung
Abstract	The design of online course materials is rarely informed by learning theories or their pedagogical implications. The goal of this research was to develop, implement and assess a virtual learning environment (VLE), SOFIAA, which was designed using the cognitive apprenticeship model (CAM), a pedagogical model based on learning-centered theory. We present an instructional design case study that reveals the steps taken to improve student performance in a master's level blended learning course on program evaluation. The case study documents four phases of improving on-line instruction in program evaluation, starting with Online Course Materials (OCM) that contained resources and information required to complete team field projects. In phase 1, quantitative analyses revealed that there was improvement of student test scores using the OCM, however, qualitative analyses of think-aloud sessions found that students failed to attain key course objectives. In phase 2, a team of experts reviewed the materials and suggested ways to improve opportunities for student learning. In phase 3, a (VLE) was designed based on the results of phase 2 using a reconceptualization of CAM as a design model. In phase 4, the VLE was validated using experts' appraisal of content and presentation, and student achievement, which indicated that use of the VLE led to significant improvement in learning over use of OCM. The design process is discussed in terms of a reconceptualization of CAM as a general strategy for instructional design that can be used to improve both the content and quality of online course materials. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01