Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education.

ABSTRACT: Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate high-quality learning activities such as constructive and interactive learning activities instead of active and passive learning activities. Against the background of a lack of empirical studies in authentic, technology-enhanced instructional settings, we investigated the cognitive and affective-motivational effects of these learning activity modes in technology-enhanced higher education courses. To this end, we used 3.820 student assessments regarding 170 course sessions for which the teachers stated the learning activities students were engaged in. Resul

SUBMITTER: Wekerle C 

PROVIDER: S-EPMC11250844 | biostudies-literature | 2024 Jul

REPOSITORIES: biostudies-literature