Cognitive Apprenticeship Research Articles

Whether to flip Extreme Apprenticeship: which is more effective in programming instruction?

Programming knowledge is more important than ever in the digital world. However, teaching programming can be challenging, especially with novice learners. Considerable research has been conducted into the most effective methods for teaching programming. Extreme apprenticeship, a variation of cognitive apprenticeship, is a method that has been used in teaching programming at university level in recent years. Because this method focuses particularly on completing lots of exercises with coaching and guidance, it may solve many problems related to learning programming. Flipped learning can be useful for student preparedness and providing sufficient theoretical knowledge at the beginning of the course. This study compares the applications of the extreme apprenticeship method, flipped extreme apprenticeship, and traditional classroom, analyzing them at the university level in terms of their effects on academic achievement and engagement coupled with gender differences. The findings of the study indicate that the extreme apprenticeship and flipped extreme apprenticeship instructional methods improve academic achievement and student engagement in introductory programming more than the traditional method. The results of the research point to important directions for the development of the extreme apprenticeship method in programming instruction and provide a guide for instructors.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10639-022-11055-y.

Using video dubbing to foster college students’ English-speaking ability

While previous studies have focused on the outcomes of using dubbing apps to foster learner’s development of English-speaking ability, this study, grounded in cognitive apprenticeship (CA), is an investigation of the learning processes, which included modeling, coaching, scaffolding, articulation, reflection, and exploration, involved in the use of a dubbing app, Mofunshow. Participants included 26 college students at a science and technology university in Taiwan. Data included GEPT speaking pre-and post-test scores, initial and final dubbing videos, learning logs, and reflective essays. The results showed that after engaging in video dubbing the students improved their English-speaking ability, in terms of accuracy and fluency. Coaching and modeling were ranked as the two most useful processes which supported students as they improved their English-speaking ability through repeatedly listening, echoing, and imitating. Implications and limitations of the study are discussed.

Evaluating a Structured Online Peer Evaluation System Among Graduate-Level Communication Capstone Students Through Action Research

Although enrollment in online courses continues to accelerate, challenges exist in online learning. A failure to experience collaboration and interaction can impact student retention and success. While peer review activity promotes student interaction, a collaborative community of learners, and critical thinking skills, higher education environments have failed to equip students with the knowledge and tools to ensure adept participation. As students offered limited participation and low-quality engagement in routine online peer review activities, the purpose of this action research was to implement and evaluate the impact of a structured online peer evaluation system for Graduate Communication Capstone students at the University of North Coast Muscari (UNCM). This study incorporated a structured peer evaluation system, including an interactive educational technology peer review tool kit innovation. The theoretical framework of the innovation was aligned to learning theory and grounded in Vygotsky’s zone of proximal development, cognitive and mind tools, and Constructivist theory of cognitive apprenticeship. Data collection offered seven methods and data analysis included quantitative and qualitative approaches as part of a triangulation mixed methods design. Community of Inquiry (CoI) deductive analysis was performed to denote social and cognitive presences, while further validating the themes that had emerged through qualitative data analysis. As an impact of this research study, students used the structured peer evaluation system to transform anxiety into social and cognitive freedom, producing a focused, responsible approach to peer learning.

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.

Perceived Effectiveness of Developing a Mobile System of Formative Test with Handwriting Revision to Devise an Instruction Design Based on Cognitive Apprenticeship Theory

Education helps increase socioeconomic mobility and is an important way of leaving poverty according to the United Nations, especially since COVID-19 hit the world hard in early 2020. A Mobile System of Formative Tests with Handwriting Revision is proposed in the paper, called the MSFT system. The MSFT is developed from the cognitive apprenticeship theory (CAT) in instructional design. The instruction model can be utilized for higher education mathematics teaching/studying for quiz-oriented instruction inside traditional classrooms as well as for distance-learning modes. The MSFT platform provides college undergraduates and graduates an app for a handheld device, which is used to upload their answer sheets with captured photos to the cloud database server. Moreover, instructors can use the platform to revise or assess answer sheets with instructors’ handwriting through web interfaces or apps. Important features of the integrated platform for teachers are (1) grading answer sheets by handwriting, (2) correcting mistakes in the answer sheets by handwriting, (3) writing down instructors’ comments on students’ answer sheets directly, and (4) choosing examples to demonstrate during class presentation, in a single window through web applications. To evaluate MSFT performance and service level for students, a questionnaire survey was conducted for 51 students and separated into an experimental group and a control group. Results from the experiment show that learning attitudes and learning satisfaction were significantly increased with the MSFT system in the experimental group compared to the control group.

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.

What are the Factors that Enhance Metacognitive Skills in Nursing Students? A Systematic Review.

Metacognitive skills have an important role in training efficient learners and competent clinicians in health professions education. The aim of this systematized review was to determine the factors enhancing metacognitive skills in nursing students. For data collection, we searched the databases of PubMed, Ovid, Cochrane, Scopus, Web of Science, ProQuest, Springer, EMBASE, Science Direct, PsycInfo, Nursing and Allied Health, and ERIC up to the end of March 2019, using the study key words. We used PRISMA flowchart diagram for reporting the results of the study. Peer-reviewed articles in English, addressing factors enhancing metacognition in nursing students, were included in our review. The Critical Appraisal Skills Program (CASP) checklist was used for assessing the quality of the included studies. Out of 2355 studies, 16 were included for the review. Several factors, namely "specific curricular activities," "self-regulated e-learning modules," "e-portfolio," "cognitive apprenticeship," "specific teaching techniques for classroom and experiential settings," "metacognitive wrappers," "problem-based learning," "blended learning," "grit," and "clinical log," enhancing metacognition in nursing students, were extracted. The findings of our study can contribute to planning for improvement of learners' metacognitive skills. However, there is a need for future research on determining further factors influencing nursing students' metacognitive skills.

Exploring Thai Teachers’ Perspectives on Evidence-informed Practices in Inclusive Early Childhood Education

Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers’ perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings suggesting teachers value evidence-informed teaching. Still, they need to gain more skills in identifying, analysing and using evidence from relevant academic journals in their professional context. In addition, teachers’ endeavours to access and use scholarly resources were also inhibited by a lack of professional skills, time, and support from school leadership. The findings validate Cognitive Apprenticeship Theory suggesting the need for research skills training and including teachers as co-constructors of research knowledge. These processes can lead schools to better integrate research into practice in early childhood educational settings.

Preprint articles as a tool for teaching data analysis and scientific communication.

The skill of analyzing and interpreting research data is central to the scientific process, yet it is one of the hardest skills for students to master. While instructors can coach students through the analysis of data that they have either generated themselves or obtained from published articles, the burgeoning availability of preprint articles provides a new potential pedagogical tool. We developed a new method in which students use a cognitive apprenticeship model to uncover how experts analyzed a paper and compare the professional's cognitive approach to their own. Specifically, students first critique research data themselves and then identify changes between the preprint and final versions of the paper that were likely the results of peer review. From this activity, students reported diverse insights into the processes of data presentation, peer review, and scientific publishing. Analysis of preprint articles is therefore a valuable new tool to strengthen students' information literacy and understanding of the process of science.

Spiritual Experience in Dementia From the Health Care Provider Perspective: Implications for Intervention

Spiritual care seeks to counter negative outcomes from spiritual distress and is notably needed in dementia. Such care needs disease-appropriate customization. Employing “cognitive apprenticeship” theory’s focus on learning from contrast, we explored spiritual needs salient within dementia as related to other disease states; we aimed to inform future dementia-focused spiritual care design. Accordingly, we conducted semi-structured qualitative interviews with 24 providers who serve older adults inclusive of persons with dementia. We sampled participants purposively by discipline (chaplains, nursing staff, social workers, activities professionals) and religious tradition (for chaplains). Our interview guide inquired about the nature of spiritual needs in dementia and stakeholders’ roles in addressing them. Hybrid inductive/deductive thematic analysis was employed. A thematic structure emerged with two themes: 1) spiritual experience in dementia compared to other medical conditions (sub-themes: the salience of (a) fear; (b) loss of self; (c) dementia’s progressive and incurable nature; (d) dementia’s impact on accessing faith); and 2) the need for spiritual intervention at the mild stage of dementia (sub-themes: (a) awareness in mild dementia and its influence on spiritual distress; (b) a window of opportunity). These findings pointed to possibilities for the “what” of spiritual needs and the “who” and “when” of implementing spiritual care. Implications included the imperative for dementia-specific spiritual assessment tools, interventions targeting fear and loss early in the disease, and stakeholder training. Researchers should study the “how” of dementia-appropriate spiritual care given recipients’ cognitive and linguistic challenges. Conjointly, these efforts could promote the spiritual well-being of persons with dementia worldwide.

Introducing infrared cameras in the study of pigs’ physiology and health as cognitive apprenticeship in vocational education

As part of a participatory action-research project, students at the vocational upper-secondary Natural Resource Use programme in Sweden were introduced to infrared cameras in their courses. Students were video recorded as they used infrared cameras in the investigation of pigs’ physiology and health in the school’s pig house and explained generated infrared images in whole-class dialogue, together with involved teachers and researcher. Students found that a pig’s injured leg has high temperature, but also, more surprisingly, udder abcesses with lower temperature than the surrounding healthy udder tissue. Students and teachers expressed excitement in explaining the results. From the perspective of seeing vocational education as a kind of cognitive apprenticeship, students’ investigations and dialogue with the teachers and researcher are characterised as an example of authentic activity in a community of learners, where expertise was distributed across all participants.

Introducing infrared cameras in the study of pigs’ physiology and health as cognitive apprenticeship in vocational education

As part of a participatory action-research project, students at the vocational upper-secondary Natural Resource Use programme in Sweden were introduced to infrared cameras in their courses. Students were video recorded as they used infrared cameras in the investigation of pigs’ physiology and health in the school’s pig house and explained generated infrared images in whole-class dialogue, together with involved teachers and researcher. Students found that a pig’s injured leg has high temperature, but also, more surprisingly, udder abcesses with lower temperature than the surrounding healthy udder tissue. Students and teachers expressed excitement in explaining the results. From the perspective of seeing vocational education as a kind of cognitive apprenticeship, students’ investigations and dialogue with the teachers and researcher are characterised as an example of authentic activity in a community of learners, where expertise was distributed across all participants.

A Novice Teacher Researcher’s Action Research Project: Posing Problems to Promote Concepts of Graphs in Calculus

A novice mathematics teacher researcher (TR) conducted an “interactive action research” (AR) to determine what problems would be most beneficial to teach her students about creating graphs based on a function’s attributes. After a number of trials that included adjusting her goals, the TR successfully designed problems appropriate for her goals. This paper describes the problem-posing process the TR used to derive the problems, and which include the four steps described in the literature: i) plan the problem, ii) pose it, iii) solve it, and iv) organize and complete it (see Guveli, 2015) plus an additional overall step added by this author, v) develop awareness of common perceptions (and misconceptions) that students have with respect to graphing. The contribution of this study is twofold. The first is the theoretical model of a five-step AR process, which can be used to guide TRs when conducting a mathematics posing problem AR: mathematical objective, source of inspiration, concerns related to formulation, mathematical uncertainties, and decisions taken. The second is that it demonstrates how TR’s formative assessment of the student’s solutions can improve her problem-posing heuristics and guide her to adjust her didactic goal(s). In addition, this paper documents her professional development on two aspects: developments and transitions in her thinking, and her development in skills required for reaching a didactic or mathematical goal. As part of a participatory action-research project, students at the vocational upper-secondary Natural Resource Use programme in Sweden were introduced to infrared cameras in their courses. Students were video recorded as they used infrared cameras in the investigation of pigs’ physiology and health in the school’s pig house and explained generated infrared images in whole-class dialogue, together with involved teachers and researcher. Students found that a pig’s injured leg has high temperature, but also, more surprisingly, udder abcesses with lower temperature than the surrounding healthy udder tissue. Students and teachers expressed excitement in explaining the results. From the perspective of seeing vocational education as a kind of cognitive apprenticeship, students’ investigations and dialogue with the teachers and researcher are characterised as an example of authentic activity in a community of learners, where expertise was distributed across all participants.

A Novice Teacher Researcher’s Action Research Project: Posing Problems to Promote Concepts of Graphs in Calculus

A novice mathematics teacher researcher (TR) conducted an “interactive action research” (AR) to determine what problems would be most beneficial to teach her students about creating graphs based on a function’s attributes. After a number of trials that included adjusting her goals, the TR successfully designed problems appropriate for her goals. This paper describes the problem-posing process the TR used to derive the problems, and which include the four steps described in the literature: i) plan the problem, ii) pose it, iii) solve it, and iv) organize and complete it (see Güveli, 2015) plus an additional overall step added by this author, v) develop awareness of common perceptions (and misconceptions) that students have with respect to graphing. The contribution of this study is twofold. The first is the theoretical model of a five-step AR process, which can be used to guide TRs when conducting a mathematics posing problem AR: mathematical objective, source of inspiration, concerns related to formulation, mathematical uncertainties, and decisions taken. The second is that it demonstrates how TR’s formative assessment of the student’s solutions can improve her problem-posing heuristics and guide her to adjust her didactic goal(s). In addition, this paper documents her professional development on two aspects: developments and transitions in her thinking, and her development in skills required for reaching a didactic or mathematical goal. As part of a participatory action-research project, students at the vocational upper-secondary Natural Resource Use programme in Sweden were introduced to infrared cameras in their courses. Students were video recorded as they used infrared cameras in the investigation of pigs’ physiology and health in the school’s pig house and explained generated infrared images in whole-class dialogue, together with involved teachers and researcher. Students found that a pig’s injured leg has high temperature, but also, more surprisingly, udder abcesses with lower temperature than the surrounding healthy udder tissue. Students and teachers expressed excitement in explaining the results. From the perspective of seeing vocational education as a kind of cognitive apprenticeship, students’ investigations and dialogue with the teachers and researcher are characterised as an example of authentic activity in a community of learners, where expertise was distributed across all participants.

Learning the trade – recognising the needs of aspiring adventure sports professionals

ABSTRACT This paper aims to stimulate debate and prompt further research regarding the training, development and Higher Education (HE) of aspiring adventure professionals (AP's). The design of the paper draws on 10 years of observations and trends within the HE outdoor degree teaching sector, in tandem with the authors' own extensive professional outdoor careers. Initial findings indicate the role and significance of Professional Judgement and Decision Making (PJDM) in professional practice within adventure sports (AS) coaching and leadership. Consequently, PJDM is found to be a vital element of the education of the AP. The training and practice of these PJDM skills is a situated cognition that is conspicuous in its absence within many coach and leader education programmes where the AP is required to balance pedagogical and welfare demands in consequential environments. A cognitive apprenticeship approach is advocated which builds on recent articles highlighting the importance of PJDM in such domains.

The Impact of Clinical Teacher: The Dental Students' Perception

Aims: This study aims to evaluate the impact of the clinical teachers and the effectiveness of their supervisory skills in clinical settings from the dental students’ perception using the cognitive apprenticeship model. Materials and Methods: A total of 273 undergraduate clinical dental students, from Faculty of Dentistry UiTM, were asked to complete the modified and validated Maastricht Clinical Teaching Questionnaire (MCTQ) which consists of twenty-seven questions distributed on seven domains: Modelling, Coaching, Scaffolding, Articulation, Reflection, Exploration and General Learning Environment. The responses were descriptively analysed. Results: The clinical experience of 162 dental students, who responded, was evaluated. Overall, the students conveyed positive and neutral perceptions of their clinical experience in all criteria of the seven domains. Articulation domain showed the highest positive feedback (93.5%) while the general learning environment domain showed the highest negative feedback (28.1%). Conclusions: The clinical experience and the impact of the clinical teachers were mostly satisfactory. Further improvements of the clinical environment can be achieved regarding the areas of concern.

The Effects of a Cognitive Apprenticeship Model on the Argumentative Texts of EFL Learners

In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.

Learning with the devil: mentoring and advocates

PurposeThe purpose of this research was to understand the lived experience of mentoring to provide insight for those who manage and experience mentoring at work.Design/methodology/approachSemi-structured interviews with a cohort of 43 mentors and their mentees plus key informants were conducted. It is a longitudinal qualitative study undertaken with a year's cohort of mentors (referred to as “devilmasters”) and mentees (“devils”) in the profession of law, amongst Scottish barristers, advocates.FindingsThe meanings of mentoring differed widely between individuals. Mentoring relationships differed in their depth, quality and benefits the mentees received. The research findings reveal the inconsistencies and inequalities that are a fundamental part of the experience of mentoring that, as yet, the research literature has missed. The research also revealed how mentoring alone was not enough and that structured training was required to supplement mentoring. Further, there is a dependency to be found in mentoring. The mentoring process is power laden.Research limitations/implicationsResearchers may need to provide a definition of mentoring to those they research. Power needs to be fore-grounded in research.Originality/valueAs almost all previous research on mentoring is survey based, this is one of the few studies of the lived experience of mentoring, socialization and cognitive apprenticeship.