10. References

Biggs, J. (1999). What the Student Does: Teaching for Enhanced Learning. Higher Education & Research Development, 18:1.

Boling, E. C., Holan, E., Horbatt, B., Hough, M., Jean-Louis, J., Khurana, C., … Spiezio, C. (2014). Using online tools for communication and collaboration: Understanding educators’ experiences in an online course. The Internet and Higher Education, 23, 48–55. doi:10.1016/j.iheduc.2014.07.002

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18 – 1, 32–42.

Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977. doi:10.1119/1.1374249

Dahlstrom, E., & Bichsel, J. (2014). ECAR Study of Undergraduate Students and Information Technology, 2014. Educause. Retrieved from http://net.educause.edu/ir/library/pdf/ss14/ERS1406.pdf

Everyday Life and Learning with Jean Lave. (2012). Retrieved from https://www.youtube.com/watch?v=FAYs46icCFs

Freire, P. (1970). Pedagogy of the Oppressed.

Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Brookes University. Retrieved from http://www2.glos.ac.uk/gdn/gibbs/index.htm

Hadely, G. (2003). Action Research in Action. RELC Portfolio Series. SEAMEO Regional Language Centre., 8.

Lave, J. (1989). Upgrading apprenticeship. Social Science & Medicine, 28(9), 939–941. doi:10.1016/0277-9536(89)90321-3

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43. doi:10.1016/j.jslw.2008.06.002

Nist, S., & Simpson, M. (2002). College Studying. Reading Online, 5(8). Retrieved from http://www.readingonline.org/articles/handbook/nist/index.html

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction, 1:2, 117–175.

Roberts, T. G. (2003). An Interpretation of Dewey’s Experiential Learning Theory. Retrieved from http://eric.ed.gov/?id=ED481922

Rogers, C. R. (1957). The Necessary and Sufficient Conditions of Therapeutic Personality Change. Journal of Consulting Psychology, 21, 95–103.

Schön, D. (1982). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Shea, P., Pickett, A., & Li, C. S. (2005). Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty. The International Review of Research in Open and Distance Learning, 6(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/238

Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ Perspectives on What is Missing from Online Learning: Interpretations through the Community of Inquiry Framework. International Review of Research in Open and Distance Learning (IRRODL), 7:3.

Truscott, J. (2004). Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13(4), 337–343. doi:10.1016/j.jslw.2004.05.002

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