Effects of Web-based Cognitive Apprenticeship and Time Management on the Development of Computing Skills in Cloud Classroom: A Quasi-Experimental Approach

• Published in: International journal of information and communication technology education 2016-07, Vol.12 (3), p.1-12
• Main Authors: Tsai, Chia-Wen, Shen, Pei-Di, Wu, Hsiao-Chi, Chen, Yi-Fen
• Format: Article
• Language: English
• Subjects: Apprenticeship; Apprenticeships; Cognitive Development; College Freshmen; Computer assisted instruction; Computer Literacy; Computer software industry; Control Groups; Data Processing; Distance education; Education; Electronic Learning; Experimental Groups; Foreign Countries; Information Technology; Learning; Methods; Online education; Quasiexperimental Design; Skills; Students; Teachers; Teaching; Teaching methods; Time Management; Training; Virtual Classrooms; Web Based Instruction; World Wide Web
• ISSN: 1550-1876; 1550-1337
• DOI: 10.4018/IJICTE.2016070101

Web-based learning is generally a solitary process without teachers' on-the-spot assistance. In this study, a quasi-experiment was conducted to explore the effects of various combinations of Web-Based Cognitive Apprenticeship (WBCA) and Time Management (TM) on the development of students' computing skills. Three class cohorts of 124 freshmen in a one-semester course titled ‘Applied Information Technology: Data Processing' were chosen for the empirical study. They were divided into three groups: two experimental groups (G1, n=42; G2, n=40) and one control group (G3, n=42). The goal of this research is to examine the effects of WBCA, TM, and their combination on undergraduates' learning, and further develop appropriate course design and online teaching methods for both teachers and schools. The results show that students who received WBCA and TM had higher grades than those without. The authors further discuss the implications of the findings and results for online teachers and scholars.