Active learning: effects of core training design elements on self-regulatory processes, learning, and adaptability.
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.
Bell
Bradford S
BS
Department of Human Resource Studies, ILR School, Cornell University, Ithaca, NY 14850, USA. bb92@cornell.edu
Kozlowski
Steve W J
SW
D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D000339:Affect; D003071:Cognition; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D020377:Self Efficacy; D012927:Social Control, Informal; D013663:Teaching