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Interactive-Constructive-Active-Passive: The Relative Effectiveness of Differentiated Activities on Students' Learning

Abstract From the instructional perspective, the scope of "active learning" in the literature is very broad and includes all sorts of classroom activities that engage students with the learning experience. However, classifying all classroom activities as a mode of "active learning" simply ignores the unique cognitive processes associated with the type of activity. The lack of an extensive framework and taxonomy regarding the relative effectiveness of these "active" activities makes it difficult to compare and contrast the value of conditions in different studies in terms of student learning. Recently, Chi (2009) proposed a framework of differentiated overt learning activities (DOLA) as active, constructive, and interact... (more)
Created Date 2012
Contributor Menekse, Muhsin (Author) / Chi, Michelene T.H. (Advisor) / Baker, Dale (Committee member) / Middleton, James (Committee member) / Arizona State University (Publisher)
Subject Science education / Educational psychology / Engineering / Active Learning / Classroom Instruction / Engineering Education / Interactive / Constructive / Active / Science Education / STEM Education
Type Doctoral Dissertation
Extent 178 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Curriculum and Instruction 2012
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis