Hypermedia CAI with Cognitive Apprenticeship for Pre-Service Teacher Education

Recent innovations in hypermedia computer technology permit learners to have highly individualized and interactive computerized instruction. However, adapting hypermedia computer technology to computer-assisted instruction (CAl) does not guarantee effective learning. Research studies have revealed that when learners were not fully aware of or responsible for what they needed to learn from CAl, they made poor decisions on their completion levels of learning (Kinzie & Sullivan, 1989; Kinzie, Sullivan. & Berdel, 1992; Steinberg, 1989). Therefore, consideration should be given to designing hypermedia CAl environments with appropriate instructional strategies, which guide learners to acquire necessary knowledge and skills

Effectiveness of an Intelligently Adaptive CAI Environment with Cognitive Apprenticeship on Self-Regulated Learning Skills

A group of cognitive psychologists identifies effective learners as self-regulated learners who are metacognitively, motivationally, and behaviorally active. This study was concerned with how to prepare computerized learning environments to help the ineffective learners become effective self-regulated learners. This study investigated the effects of two different computer-assisted instructional (CAI) environments and the effects of self-awareness of cognitive tempo styles on college students\u27 self-regulated learning (SRL) skills and their academic achievement scores. MANOVA tests revealed that an intelligently adaptive CAI environment was significantly more effective on behavioral SRL skills than a totally learner-controlled CAI environment. This study suggests that educators and instructional designers invest their efforts in developing and utilizing CAI that serves as an intelligent partner to human cognition and that helps learners become self-regulated learners