In Colombia, many institutions are in the firm quest of virtual learning environments to improve instruction, and making the most of online tools is clearly linked to offering quality learning. Thus, the purpose of this action research was to identify how the Cognitive Apprenticeship Model enhances online collaborative learning by using a chat tool. To describe the effectiveness of this model, five of its teaching methods were implemented in an eight-week period over one semester. Twelve beginning online English students enrolled in Colombia’s national vocational and technical training center participated in the study. Data was collected from surveys, chat transcripts, interviews and checklists, and analyzed through content analysis. Results reveal that modeling, coaching, scaffolding, exploration, and reflection may be implemented in a chatroom, developing a sense of collaboration. Learners also moved from guided instruction (modeling) to more independent learning (articulation), assuming the roles of experts. In conclusion, the six teaching methods of the Cognitive Apprenticeship Method enhance online collaborative learning not only because students work together to reach a common goal, but also because they can support each other’s learning through synchronous interactions when using a chatroom for this purpose.

中文翻译：

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将认知学徒模型与聊天工具一起使用以增强在线协作学习

在哥伦比亚，许多机构都在坚定地寻求虚拟学习环境以改善教学，而充分利用在线工具显然与提供优质学习有关。因此，该行动研究的目的是确定认知学徒模型如何通过使用聊天工具来增强在线协作学习。为了描述这种模式的有效性，在一个学期的八周内实施了五种教学方法。哥伦比亚国家职业技术培训中心的十二名在线英语新学员参加了该研究。从调查，聊天记录，访谈和清单中收集数据，并通过内容分析进行分析。结果表明，可以在聊天室中实施建模，指导，脚手架，探索和反思，培养协作意识。在承担专家角色的情况下，学习者也从指导性教学（建模）转向更独立的学习（发音）。总之，认知学徒方法的六种教学方法增强了在线协作学习，这不仅是因为学生可以共同努力以达到一个共同的目标，而且还因为他们可以通过为此目的使用聊天室进行同步交互来支持彼此的学习。