By Gihan Ramadan Professor: Susan E. Hiller, Ph.D. GEORGE MASON UNIVERSITY December 9, 2015

Cognitive Apprenticeship Model Synthesis Graphic Mentoring Teaching through guided learning, outcomes are explicitly observable and transferable in authentic context (Lave & Wenger, 1991).

QUESTION 1QUESTION 2  What is the impact of applying the Cognitive Apprenticeship in digital environments in different disciplines?  What is the impact of varying technological approaches on student achievement in a cognitive apprenticeship framework?

Comparison Group Math101 Bio101 Econ101 Intervention Group Math101 Online Bio101 Online Econ101 Online n=152n=141 Pre- Test Post- Test SPSS Pre- Test Post- Test SPSS

Math101Bio101Econ101 Online Classes via video lessons on Blackboard George Mason University All 6 classes employing Cognitive Apprenticeship Framework Does Technology Impact Achievement? What about across different subject domains? What about if different technology approaches are used? Math101Bio101Econ101 Traditional Classes via Face to Face sessions Pre-test versus Post –Test Achievement Scores

Cognitive Apprenticeship Model ScaffoldingCoachingmodelingreflectionarticulationexploration Math101 OnlineBlackboard No social collaboration tools Video lectures Bio101 Online Blackboard Discussion Board Video lectures Chat Rooms Econ101 Online Blackboard Discussion Board Video lectures Chat Rooms No social collaboration tools Discussion board and chat room Different Technological Approaches

 Pre-test of student’s baseline knowledge and understanding in domain content in all six classes, face to face and online.  Post-test of student’s achievement thru common final exams in all six classes, face to face and online.

Research Q #2 To measure the impact of applying the Cognitive Apprenticeship in digital environments in different disciplines final exam achievement scores and subject domains Research Q #2 To measure the impact of applying the Cognitive Apprenticeship in digital environments in different disciplines final exam achievement scores and subject domains  Utilized IBM SPSS Software  Descriptive Statistics  Correlation  2 X 3 ANOVA  Tukey-Kramer Honestly Significant Difference (HSD) test Research Q #1 To measure the impact of applying the Cognitive Apprenticeship in digital environments in different disciplines final exam achievement scores and subject domains Research Q #1 To measure the impact of applying the Cognitive Apprenticeship in digital environments in different disciplines final exam achievement scores and subject domains  Utilized IBM SPSS Software  Descriptive Statistics  Correlation  2 X 3 ANOVA  Tukey-Kramer Honestly Significant Difference (HSD) test

LIMITATIONS IMPLICATIONS  Quasi-experimental design - the groups may not be necessarily the same before any instruction  Extraneous variables may impact findings.  A student with readiness for self- directed learning may be prepared for a web-based learning environment,  Another limitation to the study is that electronic learning medium, different results given a different topics.  Another limitation is the debated challenges in research to the practical implementation of the cognitive apprenticeship model  Finally, cognitive apprenticeship incorporates developed learning and the expertise of mentors and this may not be available.  Future research on the ways in which diverse technologies collaborate and integrate to support learner participation.  Different technologies combined in future studies,.  More research on the means of engaging learners while utilizing earlier learning and makes their reasoning visible.  Research with respect to teaching in digital environments across disciplines.  Plainly, more research to see how cognitive apprenticeships can be utilized to upgrade the way teaching and learning by means of enhanced technology

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