Alternative Consructivist Models: Cognitive Apprenticeships, Anchored Instruction, and Cognitive Flexibility Theory

Kang, In Ae

doi:10.17232/kset.12.1.3

Cited by 5 publications

(8 citation statements)

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“…The process-based perspective has three elements: learning style, learning process and learning outcome. Learning style in apprenticeship includes knowledge acquisition (Jo and Lee, 1994;Kang, 1996;Mahadevan et al, 1993;Nonaka et al, 2000), field experience (Brown et al, 1989;Kang, 1996;Lim, 2004), field training Collins et al, 1989), imitation (Yin et al, 2013) and observations (Brown et al, 1989;Jo and Lee, 1994;Kang, 1996;Kim and Lee, 2015;Lim, 2004;Yin et al, 2013). Learning processes in apprenticeship embrace interaction and community involvement (Brown et al, 1989;Kang, 1996).…”

Section: The Concept Of Apprenticeshipmentioning

confidence: 99%

“…Learning style in apprenticeship includes knowledge acquisition (Jo and Lee, 1994;Kang, 1996;Mahadevan et al, 1993;Nonaka et al, 2000), field experience (Brown et al, 1989;Kang, 1996;Lim, 2004), field training Collins et al, 1989), imitation (Yin et al, 2013) and observations (Brown et al, 1989;Jo and Lee, 1994;Kang, 1996;Kim and Lee, 2015;Lim, 2004;Yin et al, 2013). Learning processes in apprenticeship embrace interaction and community involvement (Brown et al, 1989;Kang, 1996). Learning outcome through apprenticeship activity contains cultural adaptation (Brown et al, 1989), new technology acquisition (Barab and Duffy, 2000;Yin et al, 2013), thinking skill (Collins et al, 1989;Jo and Lee, 1994), problem solving (Casey, 1996;Lim, 2004), creativity (Lim, 2004), reflection (Collins et al, 1989;Kang, 1996;Lim, 2004) and internalization of professional thinking process (Gu, 2014).…”

Section: The Concept Of Apprenticeshipmentioning

confidence: 99%

“…Learning processes in apprenticeship embrace interaction and community involvement (Brown et al, 1989;Kang, 1996). Learning outcome through apprenticeship activity contains cultural adaptation (Brown et al, 1989), new technology acquisition (Barab and Duffy, 2000;Yin et al, 2013), thinking skill (Collins et al, 1989;Jo and Lee, 1994), problem solving (Casey, 1996;Lim, 2004), creativity (Lim, 2004), reflection (Collins et al, 1989;Kang, 1996;Lim, 2004) and internalization of professional thinking process (Gu, 2014).…”

Section: The Concept Of Apprenticeshipmentioning

confidence: 99%

“…Cognitive apprenticeship incorporates "optimal social interaction for learning" (Jarvela, 1995, p. 238). Cognitive apprenticeship elements contain specific situation and collaboration with colleagues (Sin, 2006), problem-solving (Kang, 1996), task performance and self-evaluation (Yeon and Jo, 2014), interaction with full participation , cognitive growth through reflection and inquiry (Kim and Lee, 2015), experiencing real situation (Gu, 2014), continuous self-reflection (Lim, 2004), mentoring system and similarity (Lee, 2013), job internship (Yoo, 2012) and national level innovative training (Lee et al, 2014) (Table I).…”

Section: Cognitive Apprenticeship and Situated Learningmentioning

confidence: 99%

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Unleashing apprenticeship: from onboarding to professional development

Moon

2018

EJTD

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Purpose The purpose of this paper is to explore the process and activities of apprenticeship from onboarding to professional development. Design/methodology/approach Literature was reviewed to highlight the important characteristics of cognitive and collaborative apprenticeship, onboarding and professional development. Findings The conceptual model was developed to identify the specific activities of apprenticeship at the onboarding, developmental and proficient phases. Originality/value This study enlightens the aspects of the way in which apprentices can make adjustments to their organizations and become proficient workforces.

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Section: The Concept Of Apprenticeshipmentioning

confidence: 99%

Section: The Concept Of Apprenticeshipmentioning

confidence: 99%

Section: The Concept Of Apprenticeshipmentioning

confidence: 99%

Section: Cognitive Apprenticeship and Situated Learningmentioning

confidence: 99%

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Unleashing apprenticeship: from onboarding to professional development

Moon

2018

EJTD

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“…Cognitive flexibility means enabling the learner to spontaneously restructure his or her knowledge in an adaptive response to radically changing situational demands [25], [28]. The theory specifically address issues of advanced knowledge acquisition, where knowledge is often nonlinear and complex and therefore inappropriate for simple hierarchical organization [26].…”

Section: Cognitive Flexibility Theorymentioning

confidence: 99%

Designing an Interdisciplinary Learning Environment for Conservatory Students: Using the Liberal Arts to Expand Education and Better Support Performance Interpretation

Auh¹,

Shin²

2014

International Journal of Contents

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This paper discusses designing an interdisciplinary learning environment to promote learning of the liberal arts for advanced music students in order to expand the boundaries of their education experience beyond the technical mastery of their musical instruments. The paper discusses the utilization of salient features of information, communications, and technology and the use of instructional theory to promote the understanding of how individual pieces of music can be connected to knowledge of the context in which theywere created to support the understanding of the relationship between experience in the world and musical composition.

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Development and validation of a five-level developmental model for new graduate employees

Goda

Sudo²

2022

SN Soc Sci

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The aim of this research was to create a developmental model for new graduate employees according to improvements in their performance. The model’s scope covered the period when employees take part in apprenticeship training after graduation from college or university. The process of developing and validating the model referred to the International Board of Standards for Training, Performance, and Instruction’s competency development model as a framework and involved six steps. This research analyzed 111 freshly graduated recruits who had recently been hired by a leading travel company in Japan. The final model includes five apprenticeship levels, namely beginning, elementary, intermediate, advanced, and end of apprenticeship, with criteria for performance in planning and implementation. To validate the model, three transitions in the developmental levels over six months in 2017 and nine months in 2020 were examined using the model’s performance criteria. The results show that the transitions for the three companies reflect the characteristics of their new graduate employees. This indicates that the proposed model may be valid for determining the development levels of new graduate recruits and can have a certain level of discriminative power. This model can serve as a helpful tool for planning on-the-job and off-the-job training to support new employee development, comprehending their current development levels, and providing a guideline for the next step for further development.

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Alternative Consructivist Models: Cognitive Apprenticeships, Anchored Instruction, and Cognitive Flexibility Theory

Cited by 5 publications

References 0 publications

Unleashing apprenticeship: from onboarding to professional development

Unleashing apprenticeship: from onboarding to professional development

Designing an Interdisciplinary Learning Environment for Conservatory Students: Using the Liberal Arts to Expand Education and Better Support Performance Interpretation

Development and validation of a five-level developmental model for new graduate employees

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