A RESEARCH INITIATIVE TO CREATE A VIRTUAL LEARNING PLATFORM FOR ENHANCING COGNITIVE PEDAGOGY PRINCIPLES AND INSTRUCTIONAL STRATEGIES
DOI:
https://doi.org/10.48047/mnaq9543Keywords:
Virtual Learning Environment, Digital Education, Instructional Information, Metacognitive Strategies, Reflecting Activities.Abstract
The aim of this study was to examine a research project aiming at building a virtual learning environment. This endeavour aimed to improve cognitive pedagogy concepts and instructional methodologies inside the context of digital education overall. Cognitive learning theories formed the basis of a learner-centred approach used throughout platform design. Among the elements used in this approach were interactive materials, reflecting activities, instantaneous comments, and group projects. These features were created with the hope of simplifying education. Using a quantitative research approach, the participants—students who had used the platform for a specific length of time—were gathered to help to fulfil the goals of this study. Data were gathered using pre-intervention and post-intervention performance tests as well as standardised questionnaires both before and after the intervention. Besides, the assessments were carried out to gather data. The results of the statistical studies showed quite significant gains in learners' cognitive engagement, critical thinking, and use of metacognitive strategies. The results of the research helped one to decide this. The teachers' capacity to clearly transmit instructional information and inspire deeper learning was another element that was observed to have improved. Among the things seen to have improved was this one. The findings of the study appeared to indicate that using cognitive pedagogy in virtual settings produced learning chances with not only higher significance but also more interesting nature. The results of this study indicate that carefully designed virtual learning systems have great potential to be tools for improving teaching strategies and boosting cognitive development. These findings will enable legislators, teachers, and instructional designers to obtain critical analysis that will assist them negotiate the always changing landscape of digital education.
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