Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.779305
Title: Designing and improving instructional strategies for promoting cognitive engagement in a collaborative learning environment
Author: The, S. Y. B.
ISNI:       0000 0004 7965 0013
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
The purpose of this study is to design instructional strategies that will contribute towards promoting cognitive engagement in a collaborative learning environment, and to evaluate the effectiveness of the instructional strategies through analysis of the cognitive engagement of the students. Academic modules are attended by a wide diversity of students, who are enrolled into various academic programmes of different disciplines and academic fields, and are supported by the predominant modular systems which are adopted by internationally renowned universities. Some critical concerns with the rising number of diverse students are that these students would have varied educational foundations and prior experiences, and their enrolment into common modules would result to a congregation of diverse students with wide knowledge gaps and different learning approaches. There are challenges when teaching a classroom of students with an assortment of skills, different learning styles and approaches, and varied attitudes toward learning. Such challenges can lead to low cognitive engagement of the students, and can become apparent in collaborative learning where vast amounts of information and experience are shared during group discussions in assignments or tasks using case scenarios, which are prevalent approaches to learning commonly used in higher education. Cognitive engagement is the extent to which a student engages with the learning materials. It can be observed from the student's overt behaviour, while undertaking a learning activity in the context of an instructional strategy or learning task, as a reliable proxy to reflect a difference in knowledge-change or learning process. For this study, the students' modes of cognitive engagement are based on fine grained overt behaviour, and are subsequently categorised as one of four ordinal modes, namely interactive, constructive, active and passive.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.779305  DOI: Not available
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