International Journal of School and Cognitive Psychology
Open Access

Impact of Cognitive Learning Theory on Children's Education

Flaherty Coe^{* *}Correspondence: Flaherty Coe, Department of Cognitive Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece, Email:

Author info »

Description

The developmental effects of online learning go beyond those on education. When children go to school in person, they learn vital social and emotional skills that they will use as adults in addition to reading and math. The transition to online education can have varying effects on children, just like it has on academic performance. Parents have a right to be concerned about the effects on their children's social and emotional development.

While there are several definitions of the classroom environment, this one provides a clearer picture of how a person's conduct reflects both the environment and the person within it, and how it relates to achieving educational goals. It's important to strike a balance between teachers' personal satisfaction and students' developmental requirements. The four classroom environment indicators have a significant impact on a child's academic development. According to the study, a wellorganized environment does positively influence conduct by fostering kids' social and emotional needs. The social, emotional, and physical environments of the classroom together make up the term "classroom climate." The expression of ideas, attitudes, opinions, questions, and problems in the psychological environment is the most difficult and one-sided in nature.

Social development

Children don't gain the same social advantages from online schooling as they do from interacting with peers or teachers. As a result of the detrimental effects of school disruptions, many parents have shifted to online schooling and are disinterested in activities. Many pupils are skipping classes or playing video games instead of their assigned homework, according to parents. Peer interaction is one of the most enjoyable aspects of school for many pupils. Those pupils could find it difficult to stay interested at all without that social connection. Online video platforms make it more challenging for students to interpret and communicate emotional cues.

Isolated families are concerned that students who learn online may become socially isolated. Even while many parents have made an effort to limit the amount of time their kids spend in front of screens, some kids now spend a significant portion of their schooldays on computers without much human contact. The lack of one-on-one engagement might particularly impede the social skills development of younger students. Unmotivated peer interactions can increase motivation. It can be stimulating for students to collaborate on group projects, give presentations, or simply just participate in class discussions. They lose that motivation if they are made to work alone. Other students might like the absence of peer pressure that comes with online education. Some students may find the social component of class distracting, while others may find it stressful. Due to the lack of campus-related social pressure, many kids have thrived while pursuing their education online. Online learning has proven to be a welcome distraction for youngsters, especially those who may be subjected to bullying at school. Other kids might experience relief from the lack of social pressure to look well or fulfil specific expectations, and shy or frightened children might find it simpler to ask a teacher for help. Students may be able to concentrate more intently on their academic work and develop better study habits if they are not involved in extracurricular activities like clubs or sports teams.

Cognitive learning theory

Web-based learning environments have become more similar to classroom environments thanks to new technology, especially if you choose instructor-led learning and take part in live classes with an instructor. Students benefit much from social engagement in a web-based environment, just like they would in a classroom. It might be challenging to encourage students to work together and complete group tasks in an online setting.

It has been discovered that students prefer to work on individual projects rather than group assignments based on experience heading two distinct firms, 360 training, which focuses on regulatory compliance and continuing education, and QuickStart, which focuses on IT Skills training. This is primarily due to the fact that they demand group work in degree programmes rather than professional certification courses, and it might be challenging to contact classmates who are in various time zones.

The idea of learning at your own pace, one of the main selling points of the e-learning industry, is somewhat at odds with encouraging group work and collaboration among participants in an online learning environment. Most of the students we work with are professionals with full-time jobs who are pursuing online education to advance their careers and develop new skills. They are busy individuals. As a result, when it comes to creating the course outline's requirements for group projects and teamwork, we take great attention. While peer-to-peer learning is one of the primary goals of group work, we have had success with it through our social learning platform. Self-regulation is a crucial component of the cognitive learning theory that we apply to e-learning. Students who are more motivated and have more self-efficacy naturally perform better than those who have lower self-efficacy. It is up to the instructor leading the course in an online setting to engage every student and motivate those who aren't actively engaging in the lessons. Such pupils must be recognised by the professors, who must then make contact with them to assist in their goal-setting.