The Effects of Cognitive Apprenticeship and Co-Regulated Learning on Improving Student Computer Problem-Solving Skills and Learning Motivation: A Quasi-Experiment in an "Applied Information Technology: Office Software" Course

IF 0.5 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE

International Journal of Technology and Human Interaction Pub Date : 2022-01-01 DOI:10.4018/ijthi.299355

Ying-Tien Wu, Pei-Di Shen, Chih-Hsien Lin

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引用次数: 0

Abstract

This study makes use of online teaching in this environment and adopts it for use in a required computer skills course with cognitive apprenticeship (CA) and co-regulated learning (CRL) teaching methods to improve students’ computer skills, learning motivation, and experience of online learning. The subjects of this study are first-year students of a non-information-related department at a private university in Northern Taiwan. A total of four classes comprising 111 students participated in the research. The CRL and CA group (C1, n=24) concurrently received CRL and CA treatments, the non-CRL and CA group (C2, n=25) received only the CA teaching method, and the CRL and non-CA group (C3, n=40) received only the teaching method of CRL. The non-CRL and non-CA group (C4, n=22) served as the control group. The results show that the use of CA can significantly improve students’ computer skills; however, the expected effects of CRL were not found in this study.

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认知学徒制和协同调节学习对提高学生计算机问题解决能力和学习动机的影响:应用信息技术:办公软件课程的准实验

本研究利用这一环境下的网络教学，采用认知学徒制(CA)和协同调节学习(CRL)教学方法，将其应用于计算机技能必修课程，以提高学生的计算机技能、学习动机和在线学习体验。本研究以台湾北部某私立大学非资讯系一年级学生为研究对象。共有四个班的111名学生参与了研究。CRL组和CA组(C1, n=24)同时接受CRL和CA治疗，非CRL组和CA组(C2, n=25)只接受CA教学方法，CRL组和非CA组(C3, n=40)只接受CRL教学方法。非crl和非ca组(C4, n=22)作为对照组。结果表明:CA的使用可以显著提高学生的计算机技能;然而，本研究未发现CRL的预期效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Technology and Human Interaction INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Topics to be discussed in this journal include (but are not limited to) the following: •Anthropological consequences of technology use •Ethical aspects of particular technologies (e.g. e-teaching, ERP, etc.) •Experiential learning though the use of technology in organizations •HCI design for trust development •Influence of gender on the adoption and use of technology •Interaction and conversion between technologies and their impact on society •Intersection of humanities and sciences and its impact on technology use •Normative questions of the development and use of technology