Development of a Robot Programming Instructional Model based on Cognitive Apprenticeship for the Enhancement of Metacognition

Yeon, Hyejin; Jo, Miheon

doi:10.14352/jkaie.2014.18.2.225

Cited by 4 publications

(1 citation statement)

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“…Cognitive apprenticeship incorporates "optimal social interaction for learning" (Jarvela, 1995, p. 238). Cognitive apprenticeship elements contain specific situation and collaboration with colleagues (Sin, 2006), problem-solving (Kang, 1996), task performance and self-evaluation (Yeon and Jo, 2014), interaction with full participation , cognitive growth through reflection and inquiry (Kim and Lee, 2015), experiencing real situation (Gu, 2014), continuous self-reflection (Lim, 2004), mentoring system and similarity (Lee, 2013), job internship (Yoo, 2012) and national level innovative training (Lee et al, 2014) (Table I).…”

Section: Cognitive Apprenticeship and Situated Learningmentioning

confidence: 99%

Unleashing apprenticeship: from onboarding to professional development

Moon

2018

EJTD

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Purpose The purpose of this paper is to explore the process and activities of apprenticeship from onboarding to professional development. Design/methodology/approach Literature was reviewed to highlight the important characteristics of cognitive and collaborative apprenticeship, onboarding and professional development. Findings The conceptual model was developed to identify the specific activities of apprenticeship at the onboarding, developmental and proficient phases. Originality/value This study enlightens the aspects of the way in which apprentices can make adjustments to their organizations and become proficient workforces.

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