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Although today's economy depends a lot on knowledge and learning skills of workers, lecture-based physics teaching, whose essence is 'active teacher delivers content to passive students', often does not provide to the students needed knowledge and learning-skills. According to educational research, active physics learning is better than passive learning. Nevertheless, there are two problems in the implementation of active physics learning: many students know little or nothing about labor-market importance of learning skills and about complexity of learning process. Being so, they are not sufficiently motivated to change their routine approach to learning (formed in lecture-based teaching) and, even when they try to be more active, they face various difficulties due to the complexity of human learning. Informing students extensively about these important issues and giving them multiple opportunities for practicing and improving self-regulated learning might have positive effects in their academic results. An original sequence model for fostering explicitly self-regulated learning, online and in classroom, is briefly presented, too.

Improving teaching design of active physics learning by using potentially helpful knowledge from other science fields