LEARNING PATTERN, AND LEARNING PERFORMANCE IN A MOODLE-BASED MODULE, FRAMED BY COGNITIVE APPRENTICESHIP MODEL

Since mid 90s, the computer mediated communication had been widely implemented for online education as the original delivery method among blended learning as a support tool. Usually, the physical environment simply being replaced with an electronic classroom, the process of teaching is very much the same. However, it needs to begin with the use of technological platform or LMS (Learning Management System) in new ways, to advance beyond what is possible in the classroom. Many different LMSs (such as Moodle) are used in teaching and learning process, but there is lack of innovation to adopt effective instructional approaches on these learning platforms. This study was undertaken to identify the impact of the Moodle-based cognitive apprenticeship model on learning patterns, and students’ learning performance in a blended statistics course for postgraduate students.

A pre-post test quasi-experimental design is considered as a research methodology in this study. 53 postgraduate students who enrolled in the mentioned course contributed as a control and treatment group. The treatment group collaborated systematically with a monitor where the intervention between the monitor and students designed based cognitive apprenticeship model. Students’ performance and online behavior were collected at the end of each phase. The online behaviors also used to describe students’ learning pattern in the online learning process.
The effect of cognitive apprenticeship model integrated in the Moodle-based module on learner’ scores of different statistics performance tests (Test I, II, and III) as well as their online behavior. The results suggested that students in the treatment and control groups responded significantly different on the statistics performance. The treatment group showed a more substantial increase in each of the statistic tests after participation in the three phases of treatment based on CAM. The outcomes of online behavior revealed that treatment group of students would be increasingly interested to take part in the designed activities. Finally, based on learning patterns, the kind of learning pattern showed a significant effect on students’ performance.

The results of the three phases showed that students in the treatment group obtained higher scores in performance in statistics performance while they visited the module more in comparison with those in the control group. When comparing the behavior of students evaluated after the first phase, it was noticed that those in the treatment group having a desire to login to the portal, and share the experiences but it is not so for those in the control group. However, Moodle is not a magic program for enhancing education, the results may stress the impact of cognitive apprenticeship even in an online environment. Many researchers also stated that exploring and applying the model of cognitive apprenticeship could facilitate students’ learning through embedded activities in social contexts with appropriation of a shared cognitive method. This study tried to explain how the learning requirements could be used to identify the most appropriate e-learning environment beside the face-to-face approach.