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Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities
Author(s) -
Chi Michelene T. H.
Publication year - 2009
Publication title -
topics in cognitive science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.191
H-Index - 56
eISSN - 1756-8765
pISSN - 1756-8757
DOI - 10.1111/j.1756-8765.2008.01005.x
Subject(s) - constructive , active learning (machine learning) , cognitive science , cognition , computer science , cognitive psychology , psychology , conceptual framework , concept learning , process (computing) , artificial intelligence , epistemology , philosophy , neuroscience , operating system
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.