In a Web-based teacher education course, screen-capture videos and Flash animations modeling the instructor's internal problem-solving processes were the elements students most strongly associated with cognitive apprenticeship modeling¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2007 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Observations of student performances and email interactions revealed that the OMS videos and animations had the most impact in modeling techniques and skills, and students referenced them when requesting assistance. → Michele D. Dickey 2007
Evidence¶
Michele D. Dickey 2007¶
Michele D. Dickey. (2007). Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education. ALT-J, Research in Learning Technology. https://doi.org/10.1080/09687760701482218
q2 · i? · qualitative · r2
Interpretive case study of 42 students in the I-TEP Web-based course during summer 2005; observation data and email interviews. The study reports that "the videos and animations seemed to have the most impact in modeling techniques and skills" and that students often referenced specific OMS videos in email interactions.
"Observations of student performances through teacher–student interactions revealed that although students used all of the materials, the videos and animations seemed to have the most impact in modeling techniques and skills."
Discussion¶
Related Claims¶
- Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — the general claim this finding bears on, with the studies behind it
- Downloading large compressed video and animation files took students one to two hours, prompting growing requests for CD and DVD copies as the course progressed — related
- Integrating cognitive apprenticeship methods in a Web-based course required a significant and largely unbounded instructor time investment — related
- Instructor access to students' individual Web folders enabled coaching on work-in-progress in the Web-based course — related
- Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through problems — related
- Teacher and researcher coaches both used a cognitive apprenticeship approach but differed in scaffolding style — related
- The design of video modeling examples strongly affects training success: screen-recording examples were ineffective while writing-out examples were effective — related
- Use of worked examples in the Cognitive Tutor Algebra course was discouraged by collaborating instructors — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
oms-videos-animations-most-impactful-modeling |
title |
In a Web-based teacher education course, screen-capture videos and Flash animations modeling the instructor's internal problem-solving processes were the elements students most strongly associated with cognitive apprenticeship modeling |
description |
In a Web-based teacher education course, screen-capture videos and Flash animations modeling the instructor's internal problem-solving processes were the elements students most strongly associated with cognitive appre... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — michele-d-dickey-2007 |
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