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

Abstract:

Purpose - To identify how active learning design elements and individual differences impact on learning, performance and adaptability.

Design/methodology/approach - Undertakes to explore active learning techniques by (1) providing an integrated examination of three core training design elements (cognitive, motivational and emotional) in active learning; (2) exploring the key training design elements (exploration, training frame, emotional control) which form the basis of active learning interventions and (3) looking at how individual differences on how learners interact can affect active learning interventions. Presents an overview of the active learning approach; describes the involvement of participants in a programme aimed at training them to operate a complex, computer-based simulation.

Findings - Reports, among other things, how trainees that received exploratory learning, rather than proceduralized instruction, performed more poorly during training but realised significantly higher levels of both analogical transfer and adaptive transfer. Reveals how trainees who were encouraged to learn from their mistake demonstrated higher levels of adaptive transfer.

Research limitations/implications - Identifies a number of study limitations.

Originality/value - Provides a comprehensive examination of the active learning approach.

Keywords:

Article Type:

Research paper

Reference:

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