Name: Rizza M.

Pacheo

Jamicajoyce Velasco

Title: “Impact of Online Learning on the Development of Cognitive Skills of the

Teacher Education Students”

Statement of the Problem

The study aimed to determine the impact of online learning on the development

of cognitive skills of the teacher education students. Specifically, it sought to answer the

following questions:

1. What are cognitive skills?

2. What factors affect the development of cognitive skills?

3. How does online learning affect the development of cognitive skills?

4. What is the extent of the effect of online learning on the development of cognitive

skills?

Theoretical Framework

Ratniece (2018) indicates that the learning theory of cognitive development plays

a huge role in the case of the former approach—understanding by thinking. Where time

and distance often separate instructors and learners, the cognitive process plays an

even more important role in e-Learning. Nowadays learning style has been changed.

Modern technology and up-to-date tool affect student learning abilities, especially in

21st-century learning, which requires students to learn by doing. Active learning, e-

Learning tools, and the environment are aspects that can encourage students to have
high learning efficiency. Furthermore, the e-Learning industry is all about making use of

advanced technologies to enhance the learning experience. The basic aim is to make

learning an easy and enjoyable task. Achieving that target without incorporating the

latest technological tools is virtually impossible, especially since we are fully immersed

in the digital era.

Self-regulation is another important aspect of the cognitive learning theory that

we apply to e-learning. Students who have higher self-efficacy and motivation perform

much better than students who have low self-efficacy. It is up to the instructor teaching

the course in an online environment to engage every student and encourage those who

are not actively participating in the learning sessions. Teachers must identify such

students and reach out to them in order to assist them in achieving their goals.

(Harasim, 2012, p. 58) pointed out that Cognitivism has been considered a

reaction to the “rigid” emphasis by behaviorists on predictive stimulus and response.

Cognitive theorists promoted the thought that the mind plays an important role in

learning by focusing on what happens between the occurrence of an environmental

stimulus and therefore the student response. They saw cognitive processes of the mind,

like motivation and imagination, as critical components of learning that connect

environmental stimuli and student responses. Cognitive approaches to learning, with a

focus on comprehension, abstraction, analysis, synthesis, generalization, evaluation,

decision-making, and creative thinking, appear to fit much better with higher education

than behaviorism; however, even in k-12 education, a cognitivist approach would mean

focusing on teaching learners how to learn, developing stronger or new mental

processes for future learning, and developing deeper and constantly changing

knowledge and understanding.

Put simply, brains are more adaptable and complex than current computer

software programs, and other factors, such as emotion, motivation, self-determination,

values, and a broader range of senses, make human learning very different from how

computers operate, at least for the time being. Instead of attempting to fit human

learning into the problematic areas of behaviorist computer programming, computer

scientists would be much better served if they tried to create software to support

learning that is more reflective of how human learning operates.

Conceptual Framework