چکیده:
The present study aims to investigate language learners’
cognitive processes in on-line ESP courses. Three modes of inquiry
are used: think-aloud protocol analysis, screen capture analysis, and
correlation analysis. The theoretical foundations for the evaluation of
the cognitive aspect of Ferdowsi Univeristy of Mashhad E-learning
System are drawn from cognitive load theory, cognitive
apprenticeship theory and human-computer interactivity theory. 15
users were interviewed while their performance on the screen was
recorded electronically. The results of qualitative and quantitative
analyses show that design features have a meaningful effect on the
users’ performance in four phases of cognitive interaction with elearning
systems. The educational implications of the findings for
software developers are discussed.
خلاصه ماشینی:
"Salmon (1998) offers a list of cognitive skills that can be observed in on-line learning systems: … offering ideas or resources; inviting critique; asking challenging questions; articulating, explaining and supporting positions on issues; exploring and supporting issues by adding explanations and examples; reflecting and re-evaluating personal positions; critiquing, challenging, discussing and expanding ideas of others; negotiating interpretations, definitions and meanings; summarizing and modeling previous contributions; proposing actions based on developed ideas.
Rating Criteria for Analyzing Screen Captures and TA Protocols Adopted from Richter (2007) (View the image of this page) Diagram 1 Cognitive Steps in E-course 1 (textual) (View the image of this page) In E-course 1 which is composed of written material stored in text files, the students take the first step of cognitive interactivity by realizing the value of the presented e-lessons; this is achieved through a series of introductory passages which are provided by the instructor and can be browsed via the site menus.
The analysis of think-aloud protocols based on the human- computer interactivity framework proposed by Richter (2007) show that most of the problems which prevent users from using the potentials of the e-learning system are caused by uniformed design features; such features are more obvious in first and fourth phase of interactivity framework namely enabling retrieval and enabling encoding.
In the quantitative section of the study, the results of the correlation analysis show that there is meaningful relationship between the instructional design of e-learning systems and students’ performance in the four phases of cognitive interactivity."