Cognitive apprenticeship and T-shaped instructional design in computational fluid mechanics: Student perspectives on learning

Abstract

The goal of the present work was to explore student perspectives about a course module designed with cognitivist and constructivist learning theories, the cognitive apprenticeship instructional model, and a T-shaped design, specifically the first module of a Computational Fluid Mechanics curricular unit within a Master of Computational Mechanics program. This module was redesigned accordingly after the professor participated in a faculty development course, Engineering Education Theory and Practice, at the Faculty of Engineering, University of Porto. Student perspectives on the efficacy of the redesigned course were solicited, along with those from students who had previously taken the course. Students who participated in the revised course module reported higher levels of satisfaction than students from the previous iteration of the course and were more likely to recognize the value of specific instructional activities. This paper describes the revision of the course module and a comparison of the student feedback before and after those revisions.

Exploring the synergy between instructional design models and learning theories: A systematic literature review

“…This insight can guide instructional designers to create more dynamic and multifaceted learning experiences. Pinto and Zvacek (2022) found that a T-shaped design positively impacted learning, fostering teamwork and discussion. Educators can incorporate interdisciplinary approaches to encourage students to explore diverse subject matter, fostering well-rounded learning experiences.…”

“…This approach fosters engagement and a deeper understanding of the content. Cognitivist and constructivist learning theories and cognitive apprenticeship instructional model (CA) (Pinto & Zvacek, 2022) emphasize knowledge construction and active participation. By integrating these theories, IDMs promote student-centered learning and problem-solving.…”

“…Limited generalizability: Some studies, like Pinto and Zvacek (2022) and Velaora et al ( 2022), show positive results for specific course modifications. However, the generalizability of these findings to different educational contexts may be limited.…”

Perceived Effectiveness of Developing a Mobile System of Formative Test with Handwriting Revision to Devise an Instruction Design Based on Cognitive Apprenticeship Theory

“…The results showed that the learning effects of junior high school and university students could be improved. The authors of [36] investigated students' perspectives concerning a curricular unit that was reconstructed according to cognitivist and constructivist learning theories, the cognitive apprenticeship instructional model, and a T-shaped design. The authors of [37] proposed an artificial agent created by virtual reality, which can be used to foster a situated learning experience in an oral presentation.…”

Menumbuhkan Talenta Desain Pengalaman Pengguna Melalui ACM SIGCHI Student Chapter: Refleksi dari IPB University

“…Graduates nowadays must have both discipline-specific competencies (knowledge, skills, and disposition) (ACM and IEEE 2021) while having a solid foundation in soft skills such as communication, management, leadership, and problem-solving (Aničić et al 2017). There are various strategies to achieve the required competency and soft skills, which primarily focus on curriculum and pedagogical approaches (Boehm and Mobasser 2015;Babatope et al 2020;Pinto and Zvacek 2020;Papa et al 2021). However, students' clubs, organizations, or societies, which are apparent in an undergraduate program, also has potential to shape students' competency (King 2019).…”