A STUDY TO DEVELOP AN ONLINE LEARNING ENVIRONMENT FOR IMPROVING COGNITIVE PEDAGOGY PRINCIPLES AND INSTRUCTIONAL STRATEGIES
DOI:
https://doi.org/10.48047/cqbfbg17Keywords:
Cognitive Pedagogy, Digital Learning, Instructional Designers, Effective Teaching, Instructional Strategies.Abstract
This study aimed to create an online learning environment; the secondary goal was to improve cognitive pedagogy ideas and instructional strategies by means of the internet. The study comprised a representative sample of undergraduate students engaged in a controlled online learning program intended to enhance active learning, metacognitive skills, and critical thinking. The study was conducted with a quantitative research methodology. The digital environment includes the interactive modules, the real-time feedback, and the group projects connected with cognitive learning theories. Data were gathered following the intervention using questionnaires distributed both before and following the intervention. Then statistical techniques were applied to look at changes in teaching effectiveness and student involvement. Simultaneity with the results showing a significant increase in the degree of cognitive involvement displayed by the students, they also showed the application of effective teaching strategies. The students claimed increased degrees of autonomy, better conceptual knowledge, and more significant degrees of interaction with both the topic and their peers. The results provide proof in favour of the theory that a well-planned online learning environment may effectively enhance the quality of education as well as the cognitive ability development. Research shows that adding cognitive pedagogy into online environments improves the general calibre of the instructional and learning opportunities. For teachers and instructional designers trying to raise the efficacy of digital learning, this offers a better awareness of the circumstances.
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