Cognitive Skill Acquisition Through a Meta-Knowledge Processing Model |
| |
| Authors: | Elspeth McKay |
| |
| Institution: | 1. Department of Internal Medicine , Erasmus Medical Center , Rotterdam , The Netherlands;2. Department of Internal Medicine , Erasmus Medical Center , Rotterdam , The Netherlands;3. Institute of Psychology, Erasmus University Rotterdam , Rotterdam , The Netherlands;4. Institute of Psychology, Erasmus University Rotterdam , Rotterdam , The Netherlands |
| |
| Abstract: | The emerging trend for taking a more collaborative approach to life-long learning is picking up pace. So, too, is the rate at which online learning systems are implemented by novice courseware designers. Nevertheless, if we want to sustain the momentum, we must understand more about how to manage the computer–human interaction (CHI) and, henceforth, the cognitive skills acquisition process involved in E-learning systems (McKay & Garner, 1999). Once we understand the CHI phenomenon, learn how to manage the E-learning environment successfully, manage media in an efficient and effective manner, conquer collaborative online communication and knowledge-sharing, we may be able to claim that context-mediated learning has arrived. This paper discusses an examination of the contextual issues involved in understanding the interactivity of instructional conditions and cognitive style as a metaknowledge acquisition process. Meta-knowledge is used here to convey knowledge about knowledge. This distinction is necessary to differentiate between the more common usage of the term, whereby knowledge is generated by an individual presented with various pieces of information. Further work is needed to substantiate the speculated mechanisms relating to the relationship between specific learning domains, and notational transfer (internal/external exchange process) in an online learning context. |
| |
| Keywords: | worked examples cognitive load perceptual skills ECG interpretation |
|
|
