1. Programme Aims and Objectives

Online communicative and collaborative platforms and tools are relatively recent additions to academia. Our current educational experiences rarely provide adequate opportunities and incentives to sufficiently develop our knowledge, skills, and abilities in order to ise these platforms and tools to be able to engage effectively and productively in online academic practice. Many students, faculty, and teaching staff, report that they feel unprepared and sometimes overwhelmed when faced with engaging in online academic practices (Boling et al., 2014; Shea, Pickett, & Li, 2005; Stodel, Thompson, & MacDonald, 2006).

“Although technology is omnipresent in the lives of students, leveraging technology as a tool to engage students is still evolving. We know from looking at longitudinal data from past student studies that students still have a complex relationship with technology; they recognize its value, but they still need guidance when it comes to using technology in meaningful and engaging ways for academics.” (Dahlstrom & Bichsel, 2014)

The main aim of the proposed programme/institute/department is to bridge perceived gaps in students’, faculty’s, and teaching staff’s knowledge, skills, and abilities that are necessary and sufficient to engage in effective, productive, and rewarding online academic practices. Essentially, participants in the programme will learn and further develop their art and craft of online academic practice and all the digital communicative and collaborative skills that it entails in authentic contexts while observing and performing authentic tasks.

Online Cognitive Apprenticeship Model

  1. Programme Aims and Objectives
  2. Organisational Structure and Context
  3. Programme Participants
  4. The Cognitive Apprenticeship Model
  5. Example Activities/Tasks
  6. Programme Delivery and Integration
  7. Evaluation and Assessment
  8. Participant Support: Necessary and Sufficient Conditions for Psychological Change
  9. The Programme as an Agent of Change
  10. References