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

Ying-Tien Wu (Graduate Institute of Network Learning Technology, National Central University, Taiwan), Pei-Di Shen (Graduate School of Education, Ming Chuan University, Taiwan), and Chih-Hsien Lin (International Academic Publications Research Center, Ming Chuan University, Taiwan)

Source Title: International Journal of Technology and Human Interaction (IJTHI)18(1)

ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781799893646|DOI: 10.4018/IJTHI.299355

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MLA

Wu, Ying-Tien, et al. "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." IJTHI vol.18, no.1 2022: pp.1-16. https://doi.org/10.4018/IJTHI.299355

APA

Wu, Y., Shen, P., & Lin, C. (2022). 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. International Journal of Technology and Human Interaction (IJTHI), 18(1), 1-16. https://doi.org/10.4018/IJTHI.299355

Chicago

Wu, Ying-Tien, Pei-Di Shen, and Chih-Hsien Lin. "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," International Journal of Technology and Human Interaction (IJTHI) 18, no.1: 1-16. https://doi.org/10.4018/IJTHI.299355

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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) 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.