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| Brain. Web source; Pixabay |
Introduction
E-learning is a method of learning which is done through digital resources, it is electronic learning. E-learning is provided through any electronic device such as mobile phones, tablets and computers. This allows learning to be assessable to users at anytime. E-learning is a huge industry within learning today, due to many factors such as accessibility, accountability, cost effectiveness, convenience and relevancy. Cognitive learning can be described as learning through experience. The knowledge you acquire through reading is also part of cognitive learning. The following review of literature combines the two, taking about how e-leaning can enhance cognitive learning and the positive and negative aspects to it.
Discussion
Cognitive study and how it is a process in learning. New cognitive structures keep forming to improve cognitive structure and is benefit to understand concepts, this is done through assimilation and adaptation mechanism. This aims to help e-learners study concept knowledge better through cognition, this is shown through Linked Open Data-driven contrastive cognitive subgraph searching system. This system compares with existing search engines which compares with the concept that the learner already knows. This system is only the start of looking in e-learning service methods, which will then aid e-learners in understating concept more profoundly. This system has not yet been applied. Prototype needs to be interrogated next into Road Sciences and Technology Knowledge Service System. So that it will aid the help of learners to achieve better cognitive efficiency of related knowledge concepts. This can only been improved with the knowledge of the learners and their feedback.
To achieve this there needs to be more studies done to collect more data and emphasis is being placed on students acquiring meta-skills and knowledge, shaping relevant, negotiated curricula, being involved in collaborative, lifelong, global learning with the help of real-life tutors and informants, a social constructivist approach presents itself as the natural pedagogical paradigm, in third Millennium thinking. Caution must be taken with regard to social, conceptual, political and pedagogical dilemmas, as time can be an issue. If high levels of fluency and accuracy are to be achieved in language learning, cognitive constructivist activities are something that may be up for discussion. A study was done in two schools, with the two schools in interest complementing each other, despite being quite different, if care is taken to humanise and personalise automated activities, the best that is possible with current technological limitations. Doing this would explore in depth both static and dynamic technologies. Learners would be exposed to automated activities of a sophisticated class which would engage them in autonomous, predominantly cognitive and metacognitive processes, this would aid them in process-oriented real-life activities fostering psycho-social processes. The aim on this testing is to lead to a redistribution of scarce tutor time and better linguistic accuracy.
When looking into this topic of e-learning it is important to investigate into both individual and social constructivist view. Both individual and collective knowledge construction are equally important, as is understanding. Some learning based community environments mainly focus in on knowledge building and their goal is to achieve a higher corporate understanding. Without a person having a full understanding in the community, an individual identity is not formed but only a collective identify within the community. Learning cannot be achieved if it is just at a social level, as it must happen in the learners head. In a community where each individual counts, each individual must go through their own personal learning, this creates diversity and everyones perspectives are valued. This gives way for people to depend on others individuality and knowledge. Within a community like this, there is room for negotiation and compromise. The goals of these communities are to achieve learning knowledge and learning how to learn, the goals are made very clear.
In order to make this possible for each individual, multimedia should be designed in specific ways that reduces any cognitive loads that is unnecessary. This is a huge challenge for instructional designers as to achieve meaning-full learning, it often comes along with a huge amount of essential cognitive processing. There are different ways to make this change of cognitive work, work load, with each load-reduction method keyed to an overload scenario. This research program has been running for the last 12 years, which has been conducted at UCSB. In order for this program to succeed they must depend on the understanding of how the human brain actually works, to show that effective instructional design depends on a persons sensitivity to cognitive load. Twelve years worth of hard work and programmatic research that has been conducted at UCSB , is shown throughout this article, with hopes to contribute to cognitive theory and building on an empirical database.
E-learning can also, be achieved through motivational cognitive and social affordances of e-learning environment of gamification. After reviewing empirical studies in e-learning environment, it has been found that depending on what wants to be achieved that different game elements can be used for different cognitive and social motivational affordances. Although storylines are helpful as they can engage the student in their learning tasks, they can result in students attitudes towards learning activities due to the limited integration. Another way to encourage and to cognitively motivate learners is to reward them with badges as the virtual agents will help to achieve attention and participation of the students. With this being said, it is unhelpful to rank students for higher scores on leaderboards. Gamification can be very rewarding for students as it creates social learning for individuals. “Gamification should incorporate mechanisms to improve cognitive and social motivations that enhance the course. Future work should develop a framework for gamified online courses that to improve cognitive engagement and social interaction for learners”.
Although, there have been a huge number of reports regarding the beneficial effects that online programmes have on learners which interact with online programmes. It has been argued through many online discussions whether to not there should be promotions for student-centred learning. It is reasonable to suggest that the benefits of online discussion should translate into improved student performance. The study that is currently under examination is on 122 undergraduates and their frequency of online interaction, this is compared with their grades at the end of the year. The results showed that the greater online interactions did not show any significantly higher performance for students achieving passing grades. However it did show that within the students that failed their courses, had very little online interaction.
Conclusion
E-learning and cognitive learning can be brought together in many different ways, within schools and work places to help benefit the user and to improve academic performance. E-learning is important for each individual to achieve their potential within cognitive learning.
References:
2018 IEEE 15th International Conference on e-Business Engineering (ICEBE) ICEBE e-Business Engineering (ICEBE), 2018 IEEE 15th International Conference on. :263-268 Oct, 2018
Richard E. Mayer & Roxana Moreno (2003) Nine Ways to Reduce Cognitive Load in Multimedia Learning, Educational Psychologist, 38:1, 43-52, DOI: 10.1207/ S15326985EP3801_6
Hung, David, and Maish Nichani. "Constructivism and E-Learning: Balancing Between the Individual and Social Levels of Cognition." Educational Technology 41, no. 2 (2001): 40-44.
FELIX, U. (2005). E-learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches. ReCALL, 17(1), 85-100. doi:10.1017/S0958344005000716
2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT) Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT), 2016 IEEE 16th International Conference on. :373-375 Jul, 2016; IEEE Language: English, Database: IEEE Xplore Digital Library
Jo Davis Martin Graff
Published: 25 July 2005 https://doi.org/10.1111/j.1467-8535.2005.00542.
Peter Murphy, July 13, 2016, 5 Ways Technology Impacts Learning Today
https://elearningindustry.com/5-ways-technology-impacts-learning-today
