Abstract
CS1 courses are designed in Indian Institutions as a lecture course of three to four credits and one credit lab course. The issues related to curriculum design, instruction design, and students’ le...
Highlights
Cognitive apprenticeship is an instruction method where the instruction is delivered as modelling, coaching, scaffolding, articulation, reflection and exploration (Collins, 1991)
The study is in a situated context and culture, and the time estimates and the kinds of interaction are specific to the institution
The result can be generalized to many Indian engineering institutions which are in a similar context
Summary
Cognitive apprenticeship is an instruction method where the instruction is delivered as modelling, coaching, scaffolding, articulation, reflection and exploration (Collins, 1991). We ran the course as a self-paced but regular number of hours every week in mastery learning mode without any grades as a voluntary supplementary course, which allows the course to focus on students ability to write a program for authentic tasks instead of completion within a given time period. In the institution where the study was conducted, each instructor handles 12 students, which reduces the interaction time to less than 3 hours per student per semester, indicating the need for the management to rethink the curriculum design for the course. The time required to write a program is significantly more than understanding and reproducing the program This shift leads to many metacognitive, affective, and cognitive domain interactions with the teacher.
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