From Content Engagement to Cognitive Engagement: Toward an Immersive Web-Based Learning Model to Develop Self-Questioning and Self-Study Skills

Introduction

Twenty four/seven, online learning, blended learning, virtual classroom, augmented reality, virtual reality, one-size doesn’t fit all… are all current concepts and themes that shape learning and instructional practices in the new era. Educational practices are facing a paradigm shift. This shift is changing educational practices and applications from being stand-alone activities to multiple ways based activities. This shift is also taking place because of the dominant improvement and innovation of information and communication technology.

Learning is the driving force for the future. Current learning model is facing a paradigm shift in its content, delivery methods, and assessment techniques. This shift is occurring because of the increasing demand on Information and Communication Technology (ICT) and social media network applications. ICT and social media network are the driving educational tools in current age which can be identified as The Third Renaissance Age. Continuous innovations released every year in information and communication technology and social media network represent a double load loop on our current learning and teaching model/s. This shift is pushing researchers to think about an answer to the following question: How can we shift our learning model from being focusing on content engagement to focus on cognitive engagement to prepare the third renaissance learners’ mind?

Third renaissance learners are having collective mind that is diverse, distinct, and dynamic. They need a diverse, distinct, and dynamic learning ecology (Abdelaziz, 2013 A). The previously mentioned abilities are long-term characteristics of learning models. Third renaissance learners are born and educated in more completely different educational context than their past generation had. This environment is highly affected by Web 2.0 applications and social media networks regardless of past or adult generation educational believes and contexts. In such learning ecology, learning is occurring much faster than time. Third renaissance learners are divers in their learning styles and preferences. They need teaching style and curriculum framework and activities that fit with their collective minds and daily habits.

In the meantime, third renaissance learning ecology is dynamic, that is it helps in moving creative ideas and solutions between learners regardless of their nationality or even the time zoon they belong to. Dynamic learning is one theme that governs future learners’ interactions. It helps in building mind nods that are adaptive and concurrent. It gives learner what he/she needs of elasticity to direct generating ideas and solutions and share them with others for more meaningful learning.

Future learning models should be diverse, distinct, and dynamic to overcome future learners’ mental and social needs. Diverse, distinct, and dynamic learning ecology help in promote deep rather than surface learning. Future learning models should also support the shift from content engagement (knowledge transfer) to cognitive engagement (knowledge creation and distribution) (Abdelaziz, 2013 B).

Both self-questioning and self-study skills are reflecting the life-long and self-determined learning skills which have been recognized as one of the most important priorities of the 21^st century learning paradigm (Serim, 2012; Partnership for 21^st Century Skills, 2013). The 21^st century learning paradigm needs to rethink how we design new teaching and learning models and strategies that can respond to the learning requirements and reflect the characteristics of knowledge and learning which are basically personal, social, distributed, dynamic, and versatile in nature nowadays (Chatti, Jarke, & Specht, 2010).

In the current paper, the researcher is suggesting a new learning model to be used as a solution to face learning and instructional changes that are taking place because of the increased demand on flipped classroom and Web 2.0 instructional applications. In the following sections, the researcher is presenting the theoretical and pedagogical background and the main components and phases of the targeted model. In addition, to put this new model into action, the validation procedures of this new model are also presented.