Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison

Abstract

This study examined the effectiveness of three types of think aloud methods for understanding elementary teachers' cognitive processes as they used a professional development website. A methodology combining a retrospective think aloud procedure with screen capture technology (referred to as the virtual revisit) was compared with concurrent and retrospective think aloud procedures. Elementary teachers from a large metropolitan area were assigned to one of the three think aloud conditions (N = 45). Participants in the concurrent condition verbalized their thoughts while simultaneously navigating a professional development website for 20 minutes. Participants in the retrospective condition verbalized their thoughts following their 20-minute website navigation without any aids. Finally, participants in the virtual revisit condition verbalized their thoughts while viewing a screen recording of their website navigation. Think aloud protocols were analyzed to determine the frequency of cognitive processes verbalized by participants in each condition. The findings of this study indicated significant differences in the types of verbalizations produced by participants across the three think aloud conditions. In addition, findings reveal benefits and limitations of employing each type of think aloud method in the context of a professional development website.

What if online students take on the responsibility: Students’ cognitive presence and peer facilitation techniques

“…Several attempts have been made to study the facilitation of cognitive presence. These studies explored the use of different facilitation methods, such as the use of experts (Kanuka et al, 2007), roles (Darabi et al, 2011;Kalelioglu & Gülbahar, 2014;Olesova et al, 2016), debate topics (Darabi et al, 2011;Kanuka et al, 2007;Richardson et al, 2010), cases and stories (Richardson et al, 2010), brainstorming (Kalelioglu & Gülbahar, 2014), visual representation tools (Wang & Shan, 2018), think aloud methods and technologies (Beach & Willows, 2017), and reflection practice (Kanuka et al, 2007;Taddei & Budhai, 2016).…”

Resource based learning design thinking (RBLDT): A model to improve students’ creative thinking skills, concept gaining, and digital literacy

“…This development is by finding information to solve problems, to make artefact by participating in group activities, and making arguments which indicate concept mastery (Olesova, Slavin, & Lim, 2016;DeNoyelles, Zydney, & Chen, 2014). Beach & Willows (2017) explained that cognitive processes starts with the stages of planning, correlating thoughts and concepts, thinking, reflecting thoughts, and evaluating to obtain comprehension. Furthemore, the syntax of the RBLDT learning undergoes a series of processes, beginning with planning, collecting and using information, brainstorming ideas, and synthesizing creative ideas to be artefact (two or three dimensions) as well as evaluation.…”

Early Childhood Educators’ Attitudes to Internet Self-Efficacy and Internet-Related Instructional Applications: The Mediating Effects of Internet Enjoyment and Professional Support

“…It also offers them more opportunities to participate in community cooperation, professional dialogues, and professional interactions (Gudmundsdottir & Hatlevik, 2018;Lantz-Andersson et al, 2018). Early childhood educators can use the internet to form communities within which they can interact with their peers regarding their individual pedagogical needs and professional development (Beach & Willows, 2017;Clarà et al, 2017). Teachers who do so also associated with community partners synchronously or asynchronously when conducting professional consultation, providing support or guidance, incentivizing behaviors, and other prosocial behaviors.…”