A Cognitive Apprenticeship Approach to Facilitating Web-based Collaborative Problem Solving

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 e...

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Bibliographic Details
Published in:Educational technology & society 2012-10, Vol.15 (4), p.319-331
Main Authors: Kuo, Fan-Ray, Hwang, Gwo-Jen, Chen, Szu-Chuang, Chen, Sherry Y
Format: Article
Language:English
Subjects:
Apprenticeship
Apprenticeships
Cognitive models
Cognitive Style
Collaboration
Collaborative learning
Control Groups
Cooperative Learning
Dependence
Educational activities
Educational environment
Educational Strategies
Educational technology
Elementary School Students
Embedded Figures Test
Experimental Groups
Full Length Articles
Grade 5
Group work in education
Human factors
Information Retrieval
Learning
Measures (Individuals)
Methods
Online Searching
Problem Solving
Rating of
Reflection
Scaffolding (Teaching Technique)
Search Engines
Students
Teachers
Teaching Methods
Team learning approach in education
Web Based Instruction
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Summary: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.
ISSN:1176-3647
1436-4522
1436-4522