A STUDY TO ESTABLISH AN ONLINE LEARNING ENVIRONMENT FOR ENHANCING COGNITIVE PEDAGOGY PRINCIPLES AND INSTRUCTIONAL STRATEGIES.

Abstract

This study aims to present a suitable online learning environment so as to improve the use of instructional methods and cognitive pedagogy ideas in digital education. Growth of virtual platforms that not only surpasses the availability of academic information but also actively promotes the cognitive growth of students is desperately needed to meet the always growing demand for online education. Under the direction of numerous theories of cognitive learning, this study looks at how well well-planned classrooms including technology might increase student involvement, critical thinking, and memory retention. Within the framework of this study, the adoption of an online learning environment functions as the independent variable; the improvement of cognitive pedagogy concepts and instructional techniques functions as the dependent variable. The study looks at how elements like scaffolding, interaction, feedback, and learner autonomy—all of which are very essential components of course design—have effects on the cognitive and instructional quality of online learning. Along with quantitative data gathered from the job and student responses, this method included qualitative findings. The results must provide teachers and instructional designers with direction that may be used to create learner-centred, cognitively enhanced online courses. Finally, by linking theory and practice in the field of online pedagogy, the results help to improve the quality and efficiency of digital learning environments.