Selected Research on Cognitivist Approach to Educational Technology: An Annotated Bibliography
Cheon, J., & Grant, M. M. (2012). The Effects of Metaphorical Interface on Germane Cognitive Load in Web-Based Instruction. Educational Technology Research And Development, 60(3), 399-420.
Darabi, A., & Jin, L. (2013). Improving the Quality of Online Discussion: The Effects of Strategies Designed Based on Cognitive Load Theory Principles. Distance Education, 34(1), 21-36.
Swann W. The Impact of Applied Cognitive Learning Theory on Engagement with eLearning Courseware. Journal Of Learning Design [serial online]. January 2013;6(1):61-74. Available from: Education Research Complete, Ipswich, MA. Accessed April 6, 2015.
Yoders, S. (2014). Constructivism Theory and Use from 21st Century Perspective. Journal Of Applied Learning Technology, 4(3), 12-20.
van Merriënboer, J. G., & Ayres, P. (2005). Research on Cognitive Load Theory and Its Design Implications for E-Learning. Educational Technology Research & Development, 53(3), 5-13.
Hung, D. L., & Der-Thanq, C. (2001). Situated Cognition, Vygotskian Thought and Learning from the Communities of Practice Perspective: Implications for the Design of Web-Based E-Learning. Educational Media International, 38(1), 3-12. doi:10.1080/09523980110037525
A theory of e-learning, Mark Nichols
Paas, F., & Ayres, P. (2014). Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education. Educational Psychology Review, 26(2), 191-195. doi:10.1007/s10648-014-9263-5
The purpose of this research is to explore the cognitivist approach to aspects of implementation of educational technology, implementation of online instructional design and instructional models. I was trying to focus on the cognitivist approach as I am very interested in the cognitivist theories of learning. Thus my focus on delving deeper in the application of cognitivist theories in various aspects of teaching and learning.
I managed to find journal article utilizing cognitivist theories of learning together with other approaches in improving students’ learning outcomes, in providing suitable learning strategies for ethical literacy in teachers’ education, for achieving educational objectives via text design, etc. I still feel that my annotated bibliography is not very focused on one thing and would like to narrow my research but find it difficult as there is so many different research areas out there.
The focus of this article is the need of combining different learning strategies and approaches in order to achieve a successful learning and teaching mix. The authors recognize that proponents of behaviorists, cognitivist or constructivist learning strategies will argue to their strategy being the best in facilitating learning. But through experience they have found out that the combination of different learning strategies will be the best approach and depends on the situation at hand. The authors look at the limitations of a constructivist classroom, behaviorist approach when teachers are gaining skills and knowledge of educational technology and pedagogies based on strictly cognitive learning theories. They prove that a combination of the strengths of different learning theories creates a workable mix of effective learning and teaching strategies. An online course based on an array of pedagogical approaches will help learners integrate technologies in the classroom.
2. Abik, M., Ajhoun, R., & Ensias, L. (2012). Impact of Technological Advancement on Pedagogy. Turkish Online Journal of Distance Education, v13 n1, 224–237. Retrieved from http://files.eric.ed.gov.libproxy.boisestate.edu/fulltext/EJ976961.pdf
The researchers explore how the emerging educational technologies lead to a different way of learning, which they call Pervasive Learning “P-learning”. They look at the alliance between technology and pedagogy and whether there is the need for new pedagogical approaches due to the educational technology becoming so massively used. According to their research the “P learning “goes beyond pedagogy and can take place outside the learner via technology and thus appears as an extension of his brain unloading the cognitive practices the learner performs.
3. Sulaiman, J., & Dwyer, F. (2002). The effect of varied instructional text design strategies on the achievement of different educational objectives. International Journal of Instructional Media, Volume29.2, pp215–223.
Retrieved from http://search.proquest.com.libproxy.boisestate.edu/docview/204262377?accountid=9649
The study results indicate that different text design strategies are not equally effective for learning objectives. It also confirms that text design should be based on the application of a particular theory of learning. The test design strategies employed in the study were based on principles of behaviorism, cognitivism and SOI Constructivism. They incorporated visuals, advanced organizers, feedback, underlining, boldface etc. To assist learners in identifying, organizing , retaining and retrieving information. The results of the study points out that different text design strategies have the potential to influence students achievement of different types of learning objectives and that prior knowledge is an important variable in the design of text based materials.
4. Kim, M. (2013).Cultivating Teachers’ Morality and the Pedagogy of Emotional Rationality. Australian Journal of Teacher Education, Volume38, Issue 1. Retrieved from http://eric.ed.gov.libproxy.boisestate.edu/?id=EJ1008549
The focus of this paper is that teachers are expected to act ethically and morally and that teacher education can facilitate the development of moral understanding and ethical sensitivity. The way this is attempted is based on cognitive development theor which fails to appreciate that human rationality is emotional rationality. The paper advocates the notion of emotional rationality and is strongly influenced by dynamic systems theory. But if teachers are to develop their moral awareness opportunities need to be identified in teacher education courses for engaging students with moral and ethical issues and appropriate pedagogies need to be developed. A number of possible strategies have been proposed for developing student teacher’s ethical literacy so that teachers are better prepared to respond to moral and ethical challenges they face.
5. Haseman, W. D., Nuipolatoglu, V., & Ramamurthy, K. (2002). An empirical investigation of the influences of the degree of interactivity on user-outcomes in a multimedia environment. Information Resources Management Journal, v. 15.2, 31–48. Retrieved from http://search.proquest.com.libproxy.boisestate.edu/docview/215884423?accountid=9649
The focus of this study is the influence of interactivity on the learning outcomes of users in a multimedia systems environment. It is based on three learning theories- behaviorist, cognitivist and constructivist- and first proposes a way to measure interactivity and then hypothesizes that interactivity would influence the learning outcomes positively in terms of achievement and attitude. The results of this study have important implications for both education and corporate training efforts and investments.
6. Hoic-Bozic, N. (2007). A Blended Learning Approach to Course Design and Implementation. Education, IEEE Transactions, v.52, 19 – 30. Retrieved from http://doi.org/10.1109/TE.2007.914945
This paper describes the use of the blended e-learning model, based on a mixture of independent learning, online discussions and PBL (Problem Based Learning). This model is realized as a combination of f2f environment and online learning via a LMS. Educational activities, use of technology, and final results are illustrated. The results show that not only were the students in favor of this approach to learning, but their academic achievements were improved, compared to the previous offerings of the course when the teaching was conducted in a classical manner. It is particularly important that the dropout rate was greatly diminished, which could be related to students’ satisfaction with the support received from the instructor and the system. This new approach is expected to increase student motivation for learning and lead to better results.
7. Roberts, S., Conn, C., Lohr, L., Hunt, E., & Duffy, A. (2003). Not another ID model. TechTrends, 47, Issue 4 , pp 15–20. Retrieved from http://doi.org/10.1007/BF02763507
The conceptual model presented in this article classifies the many ID models available into eight categories. It also connects different content together and explores how a practitioner’s lens affects his or her design. It presents a comprehensive descriptive model which may be helpful in remembering and distinguishing all different models available.