Cognitive Apprenticeship Model Research Articles

Undergraduate and graduate students' conceptual understanding of model classification outcomes under the lens of scientific argumentation

AbstractRecent advancements in artificial intelligence (AI) and machine learning (ML) have driven research and development across multiple industries to meet national economic and technological demands. Consequently, companies are investing in AI, ML, and data analytics workforce development efforts to digitalize operations and enhance global competitiveness. As such, evidence‐based educational research around ML is essential to provide a foundation for the future workforce as they face complex AI challenges. This study explored students' conceptual ML understanding through a scientific argumentation framework, where we examined how they used evidence and reasoning to support claims about their ML models. This framework lets us gain insight into students' conceptualizations and helped scaffold student learning via a cognitive apprenticeship model. Thirty students in a mechanical engineering classroom at Purdue University experimented with neural network ML models within a computational notebook to create visual claims (ML models) with textual explanations of their evidence and reasoning. Accordingly, we qualitatively analyzed their learning artifacts to examine their underfit, fit, and overfit models and explanations. It was found that some students tended toward technical explanations while others used visual explanations. Students with technically dominant explanations had higher proficiency in generating correctly fit models but lacked explanatory evidence. Conversely, students with visually dominant explanations provided evidence but lacked technical reasoning and were less accurate in identifying fit models. We discuss implications for both groups of students and offer future research directions to examine how positive pedagogical elements of learning design can optimize ML educational material and AI workforce development.

Investigating the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model

BackgroundThe importance of motivation regulation in medical students is highly significant due to their unique educational circumstances, such as clinical exposure. However, the role of clinical exposure in learning motivational self-regulation skills in students has not been explored thus far. This current study aims to investigate the role of clinical exposure on motivational self-regulation skills in medical students based on cognitive apprenticeship model.MethodThis study was descriptive-analytical research conducted in 2022 on medical students. Data collection involved two questionnaires including Meta motivational Strategies in Medical Students Questionnaire and Maastricht Clinical Teaching Questionnaire. The research comprised two stages including measuring motivational self-regulation strategies in students before entering the clinical exposure phase, and simultaneous measurement of clinical exposure based on the student’s viewpoint and their motivational self-regulation strategies at the end of the first term of clinical exposure.ResultsThe results revealed a significant relationship between six dimensions of the cognitive apprenticeship model, including modeling, coaching, scaffolding, reflection, exploration, and learning environment, with motivational self-regulation strategies. However, there was no significant relationship between the articulation dimension of the cognitive apprenticeship model and motivational self-regulation strategies.ConclusionClinical exposure indirectly enhances students’ metacognitive skills. Observing the behavior of clinical faculty in the clinical exposure setting leads to the improvement of motivational self-regulation strategies in medical students.

Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers

Abstract Background The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model. Results Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding. Conclusions This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.

The cognitive apprenticeship model as a framework for desired precepting qualities to inform preceptor development

IntroductionPositive learner perceptions of learning experiences have been linked to better learning outcomes. More information is needed on learners' desired qualities of preceptors and learning experiences to inform preceptor development. Aligning learners' perceptions with a teaching framework, such as the Cognitive Apprenticeship (CA) framework, may be useful to guide preceptor self-assessment and development. However, information is lacking regarding whether the CA framework is consistent with learners' expectations. The purpose of this study was to determine pharmacy learner perspectives on desired preceptor behaviors and qualities and to evaluate their alignment with the CA framework to inform preceptor development. MethodsTwenty-two learners (nine residents and 13 introductory and advanced pharmacy practice students) participated in nine focus group interviews. Data were analyzed qualitatively by inductive coding and pattern coding and then condensed into themes. After initial analysis, the CA framework was adapted into codes and applied to the data to explore the alignment of quality preceptor characteristics with CA. ResultsLearners identified desired general preceptor characteristics, teaching behaviors, and qualities of sites and experience structure in their discussion. All four CA dimensions (Methods, Sociology, Sequencing, and Content) were represented in the described desired preceptor qualities. Most comments were connected to the Methods dimension. ConclusionsThis study supports the use of CA as a framework to guide preceptor development and assessment for desired precepting qualities, preceptor behaviors, and learning environments. Additional research is needed for best practices in implementing CA in preceptor assessment and professional development.

Psychometric evaluation of Maastricht clinical teaching questionnaire based on the cognitive apprenticeship model.

The Maastricht Clinical Teaching Questionnaire is a valid and reliable instrument for measuring the quality of clinical teaching. This study was aimed at translation and psychometric evaluation of the Persian version of this questionnaire to evaluate clinical teaching based on the cognitive apprenticeship model. The translation of the questionnaire was performed according to Guillemins framework. Reliability was examined by calculating Cronbach's alpha coefficient. Confirmatory factor analysis was studied among 120 medical students. Content validity was assessed by calculating the content validity index and content validity ratio. Face validity was evaluated by conducting interviews with students using concurrent verbal probing and thinking aloud. Cronbach's alpha coefficient for the whole scale was 0.95. The content validity index was 0.92, and the content validity ratio was 0.82. Confirmatory factor analysis resulted in a seven-factor model and demonstrated an adequate fit with the data. The Persian version of the Maastricht Clinical Teaching Questionnaire with seven factors including modeling, coaching, scaffolding, articulation, reflection, exploration, and learning environment appears to be a valid and reliable instrument for the evaluation of clinical teaching in Iranian universities of medical sciences.

Using AI to Evaluate a Competency-Based Online Writing Course in Nursing

Nursing education is transitioning from traditional teaching to competency-based education. Additionally, more nursing courses and programs are now offered online. Scholarly writing is a powerful strategy to teach effective communication and critical thinking, both core competencies for safe and effective nursing practice. However, teaching writing online to nursing students is challenging due to a lack of research evaluating best practices, faculty time constraints, and inconsistent writing assessment. Automated essay scoring systems using artificial intelligence (AI) provide new opportunities for efficient, reliable, and valid assessment of writing skills. We used a quasi-experimental design to investigate the impact of a 14-week fully online competency-based writing course on students’ self-efficacy, task value, and writing performance. The participants were master’s nursing students enrolled in an existing one-semester online competency-based writing course for healthcare professionals. An AI-powered writing assessment, IntelliMetric®, and the SAWSES self-efficacy survey were administered pre- and post-intervention. The results showed statistically significant gains in self-efficacy and writing performance with large effect sizes. This study addresses the gap in nursing education regarding the assessment of online, research-based writing interventions on students’ scholarly writing capacity. Recommendations include implementing a required scholarly writing course in all graduate-level nursing programs, scaffolding students’ competency development with the cognitive apprenticeship model, using best practices from composition research to inform online instruction, and employing AI-powered automated essay scoring to evaluate students’ writing progress and instructional efficacy.

Pharmacy students' perceptions of instructional methods of cognitive apprenticeship in clinical teaching: A qualitative study

Background: Clinical training provides many opportunities to acquire complex skills safely. The cognitive apprenticeship (CA) model advocates six teaching methods: modelling, coaching, scaffolding, reflection, articulation and exploration, which are useful teaching strategies. Little is known about how these strategies best fit into pharmacy clinical teaching. Methods: This study used a qualitative research approach using individual interviews and focus groups. All interviews were audio recorded, transcribed verbatim and thematically analysed. Results: Twenty students participated in six focus groups and three interviews. Two major themes were identified: the value of teaching and the influences of teaching methods and learning. Results indicated that coaching was predominantly applied in pharmacy clinical teaching. Other teaching methods were inconsistently applied. Conclusion: The findings support the use of cognitive apprenticeship teaching methods in pharmacy skills teaching, but the effective application of these methods hinges on instructional design and teacher development. Guided by the literature and the findings, a teaching framework may be tested in further research and used for teacher development and evaluation.

Off to boarding school: Exploring how physicians learn in Tumor Board.

Tumor Board (TB) is a multidisciplinary care conference tradition in adult and pediatric oncology. The Commission on Cancer requires cancer programs to hold multidisciplinary cancer case conferences. Data support improvements in clinical decision-making due to TB and perception of learning value. Data are lacking on how physician participants learn in this environment. Our exploratory, qualitative research study rooted in naturalistic inquiry explored how physician participants learn in TB. Fifteen participants were purposefully sampled and completed semi-structured interviews. Interviews were recorded, transcribed, and analyzed to produce themes. Five themes arose: (i) mutual educational goals by participating stakeholders are beneficial to educational experiences in TB; (ii) for trainees, presenting TB cases is important for learning; (iii) for attendees of TB, discussion and collaboration surrounding the content of presentations has implications for learning; (iv) participants of TB are responsible for cultivating their learning environment and teaching one another; and (v) virtual TB alters the opportunity to participate and engage with the subject matter, impacting learning for participants. Exploring TB through the lens of an educational framework is a novel approach. By identifying the facilitators and inhibitors of learning in TB, opportunities to enhance the educational process in TB are now exposed. Our study illustrates that learning in TB occurs through the cognitive apprenticeship model, and provides insight on how to best cultivate this model to improve learning. These data demonstrate the social nature of learning, and how they align with the pediatric hematology/oncology community of practice.

Cognitive apprenticeship in vocational students mathematical decision making skills

Exploring the decision-making abilities of undergraduate students, including students from vocational education backgrounds, is the main priority in the achievement of mathematics learning in general and in Calculus courses particularly. Decision-making processes require cognitive guidance through activities describing in detail the systematic steps of each process. It is implicitly said as part of a cognitive apprenticeship procedure. There are claims that students with a vocational education background can develop their academic and practical potential more through a cognitive apprenticeship model. In addition, using video as visual media learning allows students to sharpen their skills. Therefore, the study aims to explore the distinction in achievement and improvement of mathematical decision-making skills between undergraduate students who learn with a Video-assisted Cognitive Apprenticeship approach (CAV), and they are who receive Cognitive Apprenticeship learning (CA) with conventional learning. A quantitative study with the Static-Group Pretest-Posttest Design was employed as a methodology in the research. Based on the research stage, there are differences in achievement and improvement of student decision-making skills with a review of the type of vocational school between undergraduate students.

Experience of enhanced near-peer support for new medical graduates of an Irish university: a phenomenological study

ContextFactors contributing to the stressful transition from student to doctor include issues with preparedness for practice, adjusting to new status and responsibility, and variable support. Existing transitional interventions provide inconsistent...

Application of cognitive apprenticeship model in clinical education: A scoping review

Application of cognitive apprenticeship model in clinical education: A scoping review

Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland

This small-scale study explores the attitudes of fifty initial teacher education (ITE) subject methods tutors towards the use of virtual reality (VR) in education and considers whether VR could be a catalyst for reviewing the partnership model within ITE programmes. In addition, this study offers a novel solution to ITE tutors’ challenges when managing their own technological and pedagogical development alongside preparing student teachers for technology-enhanced learning (TEL). Building on previous research on ITE tutors’ use of TEL across the island of Ireland, this paper discusses the synergy between the cognitive apprenticeship model and reverse mentoring that upends the classic co-operating teacher/student teacher hierarchy and positions all partners in ITE programmes as learning leaders at key points in the partnership process. An online survey comprising 51 items was administered to a purposive sample of 50 ITE tutors from four ITE providers, two in Ireland and two in Northern Ireland (NI), who were selected due to their developing interest in the use of virtual reality in teacher education. Data analysis using SPSS combined with thematic analysis of open-ended responses revealed that although the majority of ITE subject methods tutors conveyed open-minded and willing attitudes to embrace VR in the future, they identified a number of systemic issues that need to be addressed first. These include the disconnect between innovative pedagogical practices presented in university-based modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based ‘readiness’ of ITE tutors to embed VR in their subject-specific teaching; and the need for curriculum-focused, VR resources for school-based use. As a result of this study, an incremental, cyclical approach to growing the body of knowledge around VR pedagogy is proposed in conjunction with new forms of collaboration between the partners in ITE.

Doctoral Programs in Entrepreneurship: Building Cognitive Apprenticeships

This paper applies a supply-side perspective to entrepreneurship education research and explores the socialization process for students in entrepreneurship doctoral programs in the United States (US). It presents the challenges facing higher education regarding how academia prepares future professors to teach. The paper proceeds to build a new model by integrating concepts of cognitive apprenticeship with theories of socialization and considers how it can be used to address these concerns. Our research questions explore different types and stages of socialization, and our theory development presents a combined framework integrating socialization with cognitive apprenticeship. The paper then introduces the methodology for the study, a tripartite design that uses marketing documents/websites, as well as behavioral event and perception interviews. It discusses the results of the data as they relate to an ideal cognitive apprenticeship model. The work illustrates that there is much to do to improve educator development in doctoral programs. We discuss the conceptual contributions of our work illustrating the value of our model in entrepreneurship education, as well as highlighting its value in other research contexts. Seven recommendations are presented, intended to help enhance the way US programs in entrepreneurship embed the cognitive apprenticeship of educators into the learning process for future professors. Our primary contribution is to demonstrate how a cognitive apprenticeship model can be used to address entrepreneurship educator development concerns in doctoral programs, while avoiding significant changes or unreasonable investments in existing programs.

Learning to Learn: A pilot study on explicit strategy instruction to incoming college students

The current pilot study implemented a “Learning to Learn” (L2L) course designed to teach first-year college students about the science of how learning works, how to take ownership of their own learning, and how to effectively apply learning strategies to achieve their academic goals. A cognitive apprenticeship model was used in which students planned, executed, and evaluated strategy use in vivo during the course. Two sections of the course were taught at each of two different institutions, distributed across four semesters. Quantitative data showed an increased growth mindset among L2L students at the end of the semester compared to the beginning of the semester. In contrast, first-year students surveyed from control groups in the same semester had a decreased growth mindset. Furthermore, compared to students in the control groups, students in the L2L courses maintained more stable levels of effort across the semester and felt more in control of their learning by the end of the semester. Qualitative data collected from focus groups indicated that the L2L students continued to use the strategies they had learned in the course in the subsequent semester, and that the changes in their perceptions about growth mindset continued beyond the duration of the course. Several L2L students noted a desire for the learning strategies to be taught earlier in their education. Next steps involve feasibility studies on appropriate scaling to support more undergraduates each year, and to support students during the critical transition from K-12 schooling to the college environment.

Designing and Delivering Experiential Journalism Tasks in Online Environments: A Framework Grounded in Cognitive Apprenticeship Theory

ABSTRACT Before the COVID-19 pandemic, journalism and mass communication (JMC) schools were increasingly integrating online educational delivery into their programming. The pandemic then forced instructors to transition all programming almost overnight to emergency remote teaching environments. This had an acute disruption on applied courses within JMC professions. As higher education pivots toward an uncertain future amidst a likely endemic COVID-19, JMC instructors will need access to evidence-supported pedagogy that can be contextualized across modalities. This five-round Delphi study featured a panel of 24 experienced online JMC educators, who co-constructed a framework of pedagogical practices and instructional design strategies for designing, delivering, supporting, and evaluating rigorous experiential learning activities in online environments. The resulting framework—called The EXCEL Online Framework—is comprised of 36 primary and 59 ancillary practices that JMC educators can contextualize to their online courses. Analysis revealed the primary practices aligned closely with principles of the Cognitive Apprenticeship Model.

The cognitive apprenticeship: advancing reasoning education by thinking aloud.

Teaching clinical reasoning has long challenged educators because it requires familiarity with reasoning concepts, experience with describing thinking, and comfort with exposing uncertainty and error. We propose that teachers adopt the cognitive apprenticeship model and a method of disclosing uncertainty known as intellectual streaking. These approaches reflect a shift in the educator's mindset from transmitting medical knowledge to broadcasting cognition. We provide several examples to guide the adoption of these strategies and make recommendations for teachers and training programs to improve the teaching of clinical reasoning.

Cognitive preceptorship: An emerging nurse practitioner role transition to practice model.

Transition to practice is difficult for nurse practitioners (NP) pre and post-graduation. At the core of NPs' successful transition to practice is clinical education. There is a lack of theoretical knowledge to guide NPs' transition to practice through preceptorship. The current academic clinical education model and onboarding process in clinical settings require restructuring. Preceptorship is the most important element of NPs' transition to practice; it is in need of restructuring. There is a need for evidence to guide the restructuring of pre and post-graduation NP preceptorship. This paper aims to provide a description and application of the Cognitive Preceptorship Model to the nurse practitioner role transition process. An extensive literature review of NPs' preceptorship during role transition was conducted and the Cognitive Preceptorship Model (CPM) derived from the literature review of other theories and models: the Schlossberg's Transition Theory; Collin's et al. Cognitive Apprenticeship Model;. and Barnes's NP transition attributes. The CPM model's concepts and application to practice are described; included is a description of preceptorship, CPM model origination, as well as CPM model concepts and application. The CPM model's concepts guide the specific application of the preceptorship process to both NP students and novice NPs' transition to practice pre and post-graduation.

Neurodiversity in medical education: How can we improve postgraduate learning for neurodiverse doctors?

Recently, there has been an important drive to increase diversity in medical education, which could potentially translate to improved outcomes for patients. Despite this, evidence on how to support neurodiverse doctors is limited. In this article the author reflects on their experience of postgraduate medical education as a doctor with Attention Deficit Hyperactivity Disorder (ADHD) and considers how the learning environment can be improved to help neurodiverse doctors reach their potential. This includes increasing the diversity of senior role models, using a cognitive apprenticeship model, employing teaching strategies which allow learners to elaborate their individual thought processes, and providing appropriate timely feedback.

WhatsApp Generation in Zoom University: Online Pedagogical Challenges and Innovations

Management education has undergone significant changes owing to the COVID-19 pandemic. The classroom delivery has moved from an offline mode to a completely online mode, unravelling many pedagogical challenges and constraints. This study explores the pedagogical challenges faced by academicians and the innovative remedial measures adopted by them. This study follows an inductive approach using qualitative interviews and uses the cognitive apprenticeship model as the theoretical underpinning. Findings indicate that all domain aspects of the cognitive apprenticeship model are not equally relevant in an online teaching scenario compared to offline teaching. Findings also indicate that the interpersonal and communicational aspects of the learning environment have gained more prominence in online teaching. This article contributes to the existing literature by bringing early evidence on the challenges and innovations in online teaching. In addition, this study also contributes to the understanding of the cognitive apprenticeship model in an online scenario. Even though the scope of the study was limited to academicians from the finance and accounting area, the findings are globally relevant. They have practical implications for other disciplines as well. JEL Codes: M0, I20, I29, Y7

H-CUP: Increasing Higher Order Thinking Skills Levels through a Framework Based on Cognitive Apprenticeship, Universal Design and Project Based Learning

The current 4th Industrial Revolution (4IR) has brought about the need for workers who not only possess technical skills but also have the necessary Higher Order Thinking Skills (HOTS) to be able to apply this knowledge. The new mandate for educators is to produce these workers by transforming from the traditional instructor-centric teaching model to a student-centric one that prepares students to be life-long learners who not only acquired technical knowledge but also possess the ability to use and apply this knowledge. This paper proposed a pedagogical framework based on a merger of Project-Based Learning (PBL), the Universal Design Learning (UDL) framework, and Cognitive Apprenticeship (CA) Model with the aim of increasing the expertise and HOTS level of students, no matter their learning style. The framework has been implemented for the past 2 years and analysis of results has shown, despite the changing of delivery mode due to the COVID-19 pandemic, that students were able to: 1) acquire and increase their domain knowledge, 2) acquire procedural and process knowledge while solving problems, in given scenarios, as they utilized different methods, procedures, algorithms and techniques, and 3) increase their HOTS competencies.