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Using Technology to Foster Cognitive Engagement 
& Deep Learning

Published on September 14, 2020

Camille Rutherford
Vice-Provost, Strategic Partnerships & International at Brock University

Regardless of how engaging an instructor is, deep learning does not occur when students passively listen to lectures. 

The development of deep understanding cannot occur if there isn’t an appropriate level of cognitive challenge that requires learners to engage in the application, analysis, synthesis, or evaluation of information (Paulsen & McCormick, 2020). 

In contrast to passive, lecture-based learning, students are often more engaged in active learning tasks that require them to partake in cognitively challenging, problem-based learning (Collaço, 2017).

 For deep learning to occur, instructors must include an appropriate level of cognitive challenge in their courses. 

Indicators of deep learning and cognitive engagement can include asking questions for clarification of ideas, persistence in difficult activities, flexibility in problem-solving, and the use of learning strategies that connect new ideas to existing information (Collaço, 2017). Aligned with the NSSE survey, the inclusion of the following tasks in online courses will serve to facilitate cognitive engagement:

- Learn something that changed their understanding of an issue or concept

- Connect ideas from your course to their prior experiences and knowledge

- Apply facts, theories, or methods to practical problems or new situations
- Analyze an idea, experience, or line of reasoning in depth by examining its parts
- Evaluate a point of view, decision, or information source
- Form a new idea or understanding from various pieces of information
- Reach conclusions based on their analysis of numerical information (numbers, graphs, 

      statistics, etc.)
- Use numerical information to examine a real-world problem or issue (unemployment, 

     climate change, public health, etc.)

- Think critically and analytically
- Analyze numerical and statistical information
- Solve complex real-world problems
- Be an informed and active citizen

- Acquire job or work-related knowledge and skills

In their review of how technology could be used successfully in conjunction with the seven principles of good undergraduate teaching, Chickering & Ehrmann (1996) remarked that learning online could be used to promote the application of learning to real-life situations and problem-solving.  The promise of using technology to engage students has greatly increased since this statement was made. 

The public nature of most social media resources like Twitter, Reddit, and Wikipedia can be used to support the application of facts, theories, or methods to practical problems or new situations, evaluate a point of view, decision, or information source, and form new ideas or understanding from various pieces of information. 

Governmental open data portals, the GitHub Open Data site or other scientific data sharing repositories like the ones recommended by the journal Nature can challenge students to think critically and analytically as they analyze numerical and statistical information in the pursuit of solving complex real-world problems, acquire work-related knowledge and skills as they become informed and active citizens. 

Authentic learning opportunities, such as these, can stimulate intrinsic motivation and encourage students to focus on learning rather than grades. Intrinsically motivated students prefer a challenge and are more likely to persist when faced with difficulty (Fredricks, Blumenfeld, and Paris, 2004).

Also posted to the Online Learning and Technology Page - Part B

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