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

By Bradford S. Bell, Steve W. J. Kozlowski. Journal of Applied Psychology, 2008

710 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/92d3abf3664070e2973dbe09c3aeb60b4d164dd9

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Citations in the corpus

Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis (2018, background): “Further, research has also demonstrated that when learners actively engage a problem and navigate their way towards a solution, they end up with better performance outcomes in the long run (Bell & Kozlowski, 2008).”
Learned Helplessness among Newly Hired Salespeople and the Influence of Leadership (2014, background): “Whereas sales forces are typically known for their short-term orientation (Homburg and Jensen 2007), error management deemphasizes short-term performance in favor of active learning (Bell and Kozlowski 2008).”
Individual differences and informal learning in the workplace (2013, background): “Based on their intent to learn, individuals engage in activities to acquire knowledge or skills through experience and action or experiment to determine rules, principles, and strategies for effective performance (Bell & Kozlowski, 2008).”
Performance Adaptation (2014, methodology): “…empirical work supported the notion that self-regulation positively influences adaptive performance, shedding light on process mechanisms. later research advanced theoretical integration across different active learning techniques and self-regulatory pathways (Bell & Kozlowski, 2008, 2010).”
Training Engagement Theory: A Multilevel Perspective on the Effectiveness of Work-Related Training (2018, neutral): “…the organizational context, the course design, individual differences, and training interventions on training outcomes (e.g., Baldwin & Ford, 1988; Bell & Kozlowski, 2002, 2008; Colquitt, LePine, & Noe, 2000; Hurtz & Williams, 2009; Keith & Frese, 2005, 2008; Kozlowski & Bell, 2006; Quiñones,…”
12 Structural Equation Modeling in Management Research: A Guide for Improved Analysis (2009, background): “…organizational value of creativity moderating the effects of creative role identity on employee creativity (Farmer, Tierney, & Kung-McIntyre, 2003), and a study of various moderators of cognitive, motivational, and emotional processing underlying active learning approaches (Bell & Kozlowski, 2008).”
Emotion regulation and academic underperformance: The role of school burnout (2017, background): “Pedagogically active engagement with course content fosters deeper learning (e.g., Bell & Kozlowski, 2008; Brown & Sitzmann, 2011; Keith, Richter, & Naumann, 2010).”