The, SYB;
(2019)
Designing and Improving Instructional Strategies for Promoting Cognitive Engagement in a Collaborative Learning Environment.
Doctoral thesis (Ed.D), UCL (University College London).
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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.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | Designing and Improving Instructional Strategies for Promoting Cognitive Engagement in a Collaborative Learning Environment |
| Event: | UCL (University College London) |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2019. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence (https://creativecommons.org/licenses/by-nc-nd/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request |
| UCL classification: | UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10072294 |
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