The conceptualisation of cognitive tools in learning and technology: A review

Pakdaman-Savoji, Azar; Nesbit, John C.; Gajdamaschko, Natalia

doi:10.14742/ajet.4704

Cited by 22 publications

(19 citation statements)

References 106 publications

(46 reference statements)

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“…Meanwhile, technology usage in learning is closely related to a teacher's belief to provide student-centered learning activities (Sung et al, 2016). Yet, in the student-centered learning theory, a teacher has roles to select tasks, assist student's collaboration, and provide formative feedback ( Pakdaman-Savoji et al, 2019). Thus, we inquired whether the teacher actively provides material, joins the discussion in student's collaboration, conducts assessment, and actively gives feedback.…”

Section: Discussionmentioning

confidence: 99%

Embarking digital learning due to COVID-19: Are teachers ready?

Aditya¹

2021

J. Technol. Sci. Educ.

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The COVID 19 pandemic insists schools to close and embark on the digital environment to keep learning to happen. Implementing this learning in educational settings faces challenges related to human resources and infrastructure issues particularly in developing countries. This study investigated the teachers’ readiness in conducting digital learning in Yogyakarta, Indonesia. This exploratory study employed an online questionnaire and semi-structured interviews via either voice calls or video calls to safely gather both quantitative and qualitative data from 62 teachers of 27 different schools in the middle of social distancing regulation in Yogyakarta. The study revealed that the majority of teachers were psychologically, technologically, and pedagogically ready to conduct digital learning. However, the digital learning problem was mostly coming from teachers who teach in rural areas. Students’ technology affordances mainly caused a disparity of digital learning success. The findings suggest that the choice of technology adoption and methodology adjustment can be viewed as a solution to the current digital learning problem. Finally, instead of the teachers’ readiness, the students’ readiness and teachers’ technological pedagogical knowledge are other key aspects of the digital learning success. Thus, these two issues are suggestive for further studies.

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Section: Discussionmentioning

confidence: 99%

Embarking digital learning due to COVID-19: Are teachers ready?

Aditya¹

2021

J. Technol. Sci. Educ.

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“…Researchers have found that students with scaffolding of computer SRL tools develop better SRL processes and performance than students without such tools (Manlove et al 2007). In addition, researchers have suggested that tools can be designed to make students' metacognition more explicit and expand their capacity by providing external representation, interactivity, and distributed cognition (Pakdaman-Savoji et al 2019). Therefore, this study proposes SRL tools to assist students in conducting SRL and to externalize their internal SRL processes for observation and measurement.…”

Section: Measurements Of Srlmentioning

confidence: 99%

“…This study designed SRL tools not only to externalize students' internal SRL processes for observation and measurement but also to assist students in SRL by facilitating their SRL processes (parts 3 to 6 in Fig. 2) and by reducing their cognitive load by providing external representation, interactivity, and distributed cognition (Azevedo et al 2010;Lajoie 1993;Pakdaman-Savoji et al 2019;Winne and Nesbit 2009). There are different levels of external feedback, specifically, task, process, self-regulation, and self-level feedback (Hattie and Timperley 2007).…”

Section: Purposes Of This Studymentioning

confidence: 99%

An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models

Chou

Zou

2020

Int J Educ Technol High Educ

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In self-regulated learning (SRL), students organize, monitor, direct, and regulate their learning. In SRL, monitoring plays a critical role in generating internal feedback and thus adopting appropriate regulations. However, students may have poor SRL processes and performance due to their poor monitoring. Researchers have suggested providing external feedback to facilitate better student SRL. However, SRL involves many meta-cognitive internal processes that are hidden and difficult to observe and measure. This study proposed a SRL model to illustrate the relationship among external SRL tools, internal SRL processes, internal feedback, and external feedback. Based on the model, this study designed a system with SRL tools and open leaner models (OLMs) to assist students in conducting SRL, including self-assessing their initial learning performance (i.e. perceived initial performance and monitoring of learning performance) after listening to a teacher’s lecture, being assessed by and receiving external feedback from the OLM (i.e. actual performance) in the system, setting target goals (i.e. desired performance) of follow-up learning, conducting follow-up learning (i.e. strategy implementation), and evaluating their follow-up learning performance (i.e. perceived outcome performance and strategy outcome monitoring). These SRL tools also externalize students’ internal SRL processes and feedback, including perceived initial, desired, and perceived outcome performances, for investigation. In addition, this study explores the impact of external feedback from the OLM on students’ internal SRL processes and feedback. An evaluation was conducted to record and analyze students’ SRL processes and performance, and a questionnaire was administered to ask students about their SRL processes. There are three main findings. First, the results showed that students often have poor internal SRL processes and poor internal feedback, including poor self-assessment, inappropriate target goals, a failure to conduct follow-up learning, and a failure to achieve their goals. Second, the results revealed that the SRL tools and external feedback from the OLM assisted most students in SRL, including monitoring their learning performance, goal-setting, strategy implementation and monitoring, and strategy outcome monitoring. Third, some students still required further support for SRL.

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“…At the same time, in the control group, social media were mainly accessed for educational purposes to contact teachers and other students. Based on the experience of the MOOC and other sources [25], most students studying without external control tend to skip exercises and have insufficient motivation to complete the course. Figure 2 shows the use of social media for educational purposes according to the characteristics described above.…”

Section: Resultsmentioning

confidence: 99%

The Use of Social Media for the Development of Digital Literacy of Students: From Adequate Use to Cognition Tools

Tsvetkova¹,

Ушатикова

Antonova

et al. 2021

Int. J. Emerg. Technol. Learn.

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The study focuses on the possibility of turning social media into an effective tool to improve digital literacy and facilitate cognition. In view of this, a one-month experiment involving 268 eighth graders from two Moscow schools was con-ducted; the participants were divided into a control and an experimental group. The students were encouraged to independently search and develop social net-work skills to solve educational issues and improve cognition. Objective perfor-mance tests were conducted based on the curriculum results. According to the ac-ademic performance, the mean grade on a 12-point scale in the experimental group increased from 7.77 to 8.76 points, while in the control group the change remained within the statistical error (7.64 and 7.76, respectively). A strong corre-lation between the grades obtained in different groups (0.8 when comparing the final results in two groups) was found. The study can be put into practice within the framework of the widespread introduction of social media in school curricula as a tool to access information, develop digital literacy and the ability to use digi-tal cognition tools being supervised and supported by a skillful teacher.

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The conceptualisation of cognitive tools in learning and technology: A review

Cited by 22 publications

References 106 publications

Embarking digital learning due to COVID-19: Are teachers ready?

Embarking digital learning due to COVID-19: Are teachers ready?

An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models

The Use of Social Media for the Development of Digital Literacy of Students: From Adequate Use to Cognition Tools

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