The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

By Benjamin L. Wiggins, Sarah L. Eddy, Daniel Z. Grunspan, Alison J Crowe. 2017

75 citations recorded by the source corpus.

STEM classrooms (science, technology, engineering, and mathematics) in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive) in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.

Subfields: Developmental and Educational Psychology, Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/ebb134cfe78189f614c691e58b850841a5bb92e0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Torstein Låg
2. Rannveig Grøm Sæle

In Education

1. Torstein Låg
2. Rannveig Grøm Sæle
3. Ali H. Al-Hoorie
4. Joseph P. Vitta

In Media Technology

1. Torstein Låg
2. Rannveig Grøm Sæle
3. Joseph P. Vitta
4. Ali H. Al-Hoorie

Citations in the corpus

• Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, result): “Wiggins et al. (2017) showed that activities that were interactive in nature and depended on cooperation were beneficial in terms of both more student interaction and increased learning outcomes, compared with activities that were constructive in nature, even if students indeed worked in groups in…”