The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.
Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities
Open accessAbstract
Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited.
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Cites
Mayer, R. E. (2009) · doi:10.1017/cbo9780511811678 · Cited by 7,800
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777
Chase, W. G., & Simon, H. A. (1973) · Cognitive Psychology · doi:10.1016/0010-0285(73)90004-2 · Cited by 4,479 · cited 1×
“Some obvious ones are as follows: looking at and searching some specific locations on a static chessboard (Chase & Simon, 1973) or at a static Lego model in order to copy or reproduce it (Azmitia, 1988), 1 pointing to or gesturing at what one is reading or solving (Alibali & DiRusso, 1999), gazing…”
Mayer, R. E. (2001) · doi:10.1017/cbo9781139164603 · Cited by 2,304
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
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Klahr, D., & Nigam, M. (2004) · Psychological Science · doi:10.1111/j.0956-7976.2004.00737.x · Cited by 977 · cited 3×
“…(Trafton & Trickett, 2001) Mapping with explanation > Mapping only (Kastens & Liben, 2007) Direct instruction + reflection > Discovery learning (Klahr & Nigam, 2004) Peer tutoring > Filling out guided notes (Mastropieri et al., 2003) Jigsaw group > Individuals gathering information (Doymus,…”
BackgroundMethodInfluentialChi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855
The cognitive benefits of interactive videos: learning to tie nautical knots
Schwan, S., & Riempp, R. (2004) · Learning and Instruction · doi:10.1016/j.learninstruc.2004.06.005 · Cited by 483
Cited by
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
The ICAP framework: Linking cognitive engagement to active learning outcomes
Chi, M. T. H., & Wylie, R. (2014) · Educational Psychologist · doi:10.1080/00461520.2014.965823 · Cited by 2,911
Self-citationVanLEHN, K. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.611369 · Cited by 2,323
Does discovery-based instruction enhance learning?
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021017 · Cited by 1,338
“In light of the previous discussion of Mayer (2004) and Chi (2009) , we should return to the possibility that it might serve educators and students alike to spend time learning the procedures of discovery (Ausubel, 1964; Bielaczyc, Pirolli, & Brown, 1995; Bruer, 1993; Dewey, 1910; Karpov & Haywood,…”
BackgroundInfluentialVariables associated with achievement in higher education: A systematic review of meta-analyses.
Schneider, M., & Preckel, F. (2017) · Psychological Bulletin · doi:10.1037/bul0000098 · Cited by 1,083
Metadata
- Authors
- Chi, M. T. H.
- Venue
- Topics in Cognitive Science
- Publisher
- Wiley
- Published
- 2009-01
- Volume
- 1
- Issue
- 1
- Pages
- 73-105
- ISSN
- 1756-8757 (ISSN-L)
- 1756-8765
- OpenAlex
- W2150794602
- Cited by
- 1,597
- References
- 13
- FWCI
- 51.90
- Type
- journal article
- Language
- en
- Open access
- bronze
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