Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities

Michelene, T. H.

doi:10.1111/j.1756-8765.2008.01005.x

Cited by 1,097 publications

(1,092 citation statements)

References 73 publications

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“…Knowledge co-construction among peers should support collaborative elements such as building on contribution, argumentation, and peer questioning (Chi, 2009). However, the participants' responses suggest that, while elements of co-construction were found within the groups, it was infrequent and not systematic.…”

Section: Discussionmentioning

confidence: 99%

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

Henry¹,

Tawfik²,

Jonassen³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

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This qualitative case study examines the initial implementation of a problem-based version of an undergraduate course in materials science for the purpose of identifying areas of improvement to the curriculum prior to a planned second implementation. The course was designed around problems that students work in small teams to solve under the guidance of facilitators, with early sequence problems designed to foster the problem-solving skills required to succeed in the course. This report describes students' impressions of and experiences in the course as they worked to solve the final problem at the end of the semester and compares those impressions, where applicable, to impressions gathered after they had completed the first problem near the beginning of the semester. Using grounded theory techniques to analyze the data, six central themes emerged from the implementation: course structure, facilitation roles, student roles, group processes, coconstruction, and resources. Implications for practice and potential instructional design solutions that may aid in future implementations are discussed.

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Section: Discussionmentioning

confidence: 99%

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

Henry¹,

Tawfik²,

Jonassen³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

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“…This work is grounded in the ICAP theory (Chi, 2009;Chi and Wiley, 2014), which employs direct, overt observations of student behaviour during their learning opportunities as a proxy for varying levels of cognitive engagement. Observed behaviours are categorized into modes: Interactive, Constructive, Active, and/or Passive (ICAP).…”

Section: Introductionmentioning

confidence: 99%

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Canelas

Hill

Novicki

2017

Chem. Educ. Res. Pract.

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Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based format versus an interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class,

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“…First, the CSCL scripts vary extensively with respect to the collaborative activities they prompt. Here, we focus on transactivity because transactive activities are assumed to be most beneficial for collaborative learning (Chi 2009;Chi and Wylie 2014;Teasley 1997). Second, CSCL scripts differ in terms of how much structure they induce.…”

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confidence: 99%

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

et al. 2016

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Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner's reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners' internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process.Keywords Collaboration scripts . Collaboration skills . Computer-supported collaborative learning . Domain-specific knowledge . Socio-cognitive scaffolding . TransactivityResearch on computer-supported collaborative learning (CSCL) deals with the question how digital technologies can be used to help groups of learners collaborate on a high level Educ Psychol Rev (2017) University of Augsburg, Universitätsstr. 10, 86159 Augsburg, Germany (Koschmann 1996). A high level of collaboration is reached when groups of learners engage in certain socio-cognitive activities such as explaining (Webb et al. 2009), questioning (King 1998), or arguing (Andriessen, Baker, andSuthers 2003). Through an engagement in such activities, students are assumed to acquire both domain-specific knowledge (i.e., knowledge about the topic that is discussed within the group) and cross-domain skills such as collaboration skills or argumentation skills. In short, collaborative learning is credited for its high potential to facilitate learners' cognitive development (Mugny and Doise 1978;Schwarz and Linchevski 2007). However, as prior research on collaborative learning-both in face-to-face and in computer-mediated settings-has shown, learners often have difficulties engaging spontaneously in beneficial collaborative learning activities (Cohen 1994;Kuhn, Shaw, and Felton 1997). In this article, the term Bunstructured collaboration^is used to refer to such situations in which learners are not supported with respect to their collaborative learning activities.To overcome these problems, learners can be supported by means of socio-cognitive scaffolding that guides them through collaborative activities that enhance learning. In computer-supported lea...

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Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities

Cited by 1,097 publications

References 73 publications

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course

Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

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