Cognitive theories are concerned with the conceptualization of students’ learning processes as well as the difficulties associated with how the mind collects, arranges, stores, and analyzes information. Learning is engaged with what learners know and how they get to know it, rather than what they do (Jonassen, 1991b). The cognitive approach focuses on the learner’s mental actions that contribute up to response and recognizes mental preparation, goal-setting, and organizing techniques (Shuell, 1986). According to cognitive theories, environmental “cues” and instructional components alone cannot account for all of the learning that occurs within an educational setting. Other important aspects include how students attend to, write, manipulate, perform, store, and retrieve knowledge (Winnie, 1985). According to cognitive theories, transfer is determined by how information is retained in memory (Schunk, 1991). When a student knows how to apply information in new circumstances, transfer has happened. Understanding is said to be made up of a knowledge foundation in the form of rules, ideas, and discriminations (Duffy & Jonassen, 1991). Not only should the information itself be stored in the memory, but the uses of that information as well.
Cognitivism is a learning theory that emphasizes the processes of learning rather than observable behavior. Cognitivism, unlike Behaviorists, does not demand an external demonstration of learning and instead focuses on the internal processes and interconnections that occur during learning. Because of the emphasis on mental structures, cognitive theories are often seen to be more suited for describing complicated kinds of learning (rationale, problem-solving, and information-processing) than behavioral theories (Schunk, 1991). Cognition urges learners to “think about their thinking” in order to assist them to understand a concept or subject that they are struggling with. Cognitive learning may increase student engagement and motivation by providing them with a new perspective on themselves and their brain. Cognition is the key to accessing meaningful information and brain capacity for learners, hence boosting their skills and abilities.
In our research, one of the important aspects of cognitivism theory that we can apply is self-regulation. As defined by Zimmerman (2001), self-regulation refers to the self-directed process through which students convert their mental aptitude into task-related academic skills” (p.1). This theory, like other cognitivist theories, implies that students are actively participating in the learning process, demonstrating initiative, tenacity, and adaptive abilities in pursuing learning, whether on their own or through social contact. As we engage in the new mode of education through online learning, different strategies to process and develop personal understanding is a must because students are no longer regarded as passive recipients of knowledge imparted by professors, but rather as active participants in the learning process.
Moreover, to attain the ability to act on the quality of education in using the online platform it measures the capability of a student who can comply with the requirements of new normal education. This means that students develop learning abilities that are regulated by the mental process towards the output. This theory provides enough proof that could support the research study about the perceived learning quality of the Pdmian students’ as they assess their acquired competencies through online learning platforms in the time of the covid-19 pandemic.
References
- Jonassen, D. H. (1991b), Objectivism vs constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5-14. Retrieved from:
https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/ - Shuell, T. J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.Retrieved
From: https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/ - Winne, P. H. (1985). Cognitive processing in the classroom. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (Vol. 2, pp. 795-808). Oxford: Pergamon. Retrieved from: https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/
- Schunk, D. H. (1991). Learning theories: An educational perspective. New York: Macmillan. Retrieved from: https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/
- Duffy, T. M., & Jonassen, D. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 3-12. Retrieved from: https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-constructivism/
- Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. Zimmerman, & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Lawrence Earlbom Associates. Retrieved from: https://educationresearch.pressbooks.com/chapter/cognitivism/
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