A Cognitive Apprenticeship Approach to Student and Faculty Online Learning and Teaching Development: Enculturing Novices into Online Practitioner Environments and Cultures in Higher Education
In this project, I propose an outline concept for a learning and teaching ancillary/support studies/service-learning department, programme, or institute. It is intended to bridge perceived gaps between learners’, faculty’s, and teaching staff’s knowledge, skills, and abilities and what is necessary and sufficient for them to work effectively and productively in online learning environments. Assuming that learning is a process of psychological change, I propose that such an organisation should cultivate and establish the necessary and sufficient psychological conditions for that change to take place (Rogers, 1957). I also argue that legitimate peripheral participation (Everyday Life and Learning with Jean Lave, 2012; Lave, 1989) and learning by doing and reflecting (Gibbs, 1988) alongside more proficient practitioners in authentic environments as a process of enculturation into practitioner culture is a potentially more effective and productive way for learners and teaching staff to acquire the necessary and sufficient knowledge, skills, and abilities to study in online environments (Boling et al., 2014).
Keywords: situated cognition, cognitive apprenticeship, meta-cognitive skills, enculturation, practitioner culture, legitimate peripheral participation, authentic tasks, reflective practice, online academic practice
Online Cognitive Apprenticeship Model
- Programme Aims and Objectives
- Organisational Structure and Context
- Programme Participants
- The Cognitive Apprenticeship Model
- Example Activities/Tasks
- Programme Delivery and Integration
- Evaluation and Assessment
- Participant Support: Necessary and Sufficient Conditions for Psychological Change
- The Programme as an Agent of Change
You can read and download a PDF version of the entire article from my Athabasca University Academia.edu account.