Cognitive Tools in Web-based Learning Environments: Implications for Design and Practice
Patricia McGee · EdMedia: World Conference on Educational Media and Technology · 2002
Cognitive tools are well documented in multimedia learning environments but there has been limited transfer to online learning environments, particularly to Web-based Learning Management Systems (LMS). This paper describes specific tools appropriate for LMS and advocates purposeful integration of cognitive tools in support of adaptive learning for diverse populations. Industry, government, and higher education have been pressed to offer training that meets the needs of the 21 century worker and student offering flexible scheduling and self-paced courses (Woods & Cortada, 2002; Fjortoft, 1995) at reasonable costs (Aldrich, 2001). Some experts believe that conventional education and training are obsolete in view of increasingly sophisticated and readily available learning management systems (LMS) (Delphi Group, 20002. Because the Web-based learner is physically isolated from peers and typically learns autonomously he or she may or may not be prepared to construct effective learning supports. Therefore the integration of tools that support learning are most critical, even more so when the instructor is not present to determine learner’s progress or understanding. This paper briefly discusses cognitive supports as they relate to the nature of Web-based Learning Environments (WBLEs). Conceptualizing Cognitive Tools Web-based Learning Environments (WBLEs) typically require that the learner work autonomously and independently. Feedback mechanisms are mostly user-generated rather than technology-generated and yet there are many instances in which WBLEs have provided mechanisms that support the learner in a variety of ways: with study strategies (Morgan, Dingsdag, & Saenger, 1998), prior knowledge evaluation (Portier & Wagemans, 1995), resources for information retrieval and problem solving (Oliver, 1999) , tutorials, and advising services (Wright, 1991). These supports are primarily cognitive, supporting the mental functions required of the online learner. The term cognitive tool has been defined in several ways. Jonassen (1994) states that computers and the software that provides interactivity are cognitive tools that allow the learner to use them “as tools for knowledge construction rather than media of conveyance and knowledge acquisition” (p.2) as learners are actively involved in constructing their own knowledge and learning with technology (Jonassen, 1991). Others define cognitive tools by the function served within an electronic learning environment (Lajoie, 1993). This approach is not in conflict with Jonassen’s general notion but more specifically identifies cognitive devices which support learning strategies that vary by learning context. Such tools may support cognitive processes, reduce cognitive load of the learner, extend the cognitive capabilities of the learner or allow the learner to test ideas within problem solving contexts (Lajoie, 1993). Katz (1997) suggests that cognitive tools should support processes of learning that are associated with study strategies such as review, rehearsal, attention, practice, and application. Regardless of how cognitive tools is conceptualized, learning at a distance is essentially learner centered and as such requires supports that are responsive to the learner’s immediate needs (Thompson, 1998. Sugrue (2000) identifies four aspects of learning environments that require cognitive strategies that could be supported by tools, only one of which can be reasonably applied to learner-only interaction, Information Organization and Access. Helping the learner navigate and interact with the electronic environment supports Lajoie’s (1993) idea that cognitive tools can reduce cognitive load and assist with lower level thinking processes so that the learner may engage in higher order thinking. Many cognitive tools identified and used in interactive multimedia learning environments resemble devices found in print materials that assist in identifying location within 1 The other strategies require opportunities to interact with others: Authentic Activities, Collaborative Learning, and