Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability

• 成果类型: Review
• 署名作者: Bell, Bradford S.; Kozlowski, Steve W. J.
• 署名单位: Cornell University; Michigan State University
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/0021-9010.93.2.296
• 发表日期: 2008
• 页码: 296-316
• 关键词: Active learning; training; self-regulation; adaptive performance

摘要

This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed.