Integrating cognitive apprenticeship methods in a Web-based course required a significant and largely unbounded instructor time investment¶
Claim · All claims
Evidence · 1 study · qualitativer2·q1
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.
q1 i? The author reports that creating OMS videos and Flash animations and coaching without time-lock limits made the Web-based course much more time-intensive than traditional teaching. → 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
q1 · i? · qualitative · r2
Author's interpretive summary of the case study experience: OMS videos and animations took a great deal of time to create, and unlike the time-locked traditional classroom, Web-based coaching had no imposed end point, making it "an ongoing teaching experience" and a potential barrier for the teacher.
"Without time-lock limits, coaching students can rapidly become an ongoing teaching experience, which, although it is a great enabler for students, can rapidly become a barrier for the teacher."
Discussion¶
Related Claims¶
- The review reports that cognitive apprenticeship instructional methods were significantly more effective than traditional methods for college-level writing skills — 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
- 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 — related
- Instructor access to students' individual Web folders enabled coaching on work-in-progress in the Web-based course — related
- PROMISE service costs represented relatively large investments — related
- The cost analysis suggests the ERWC is a modest investment whose upfront development and training costs become insignificant over time — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
web-based-ca-instructor-time-burden |
title |
Integrating cognitive apprenticeship methods in a Web-based course required a significant and largely unbounded instructor time investment |
description |
Integrating cognitive apprenticeship methods in a Web-based course required a significant and largely unbounded instructor time investment |
status |
review |
evidence_strength |
weak |
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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