Publication Date

2008

Abstract

This research 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 developing an integrated theory of active learning, learner-centered design, and research extensions are discussed.

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Suggested Citation

Bell, B. S. & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability [Electronic version]. Retrieved [insert date], from Cornell University, ILR School site: http://digitalcommons.ilr.cornell.edu/articles/410/

Required Publisher Statement

Copyright held by the American Psychological Association. Final version published as: Bell, B. S. & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296-316.

This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. Journal of Applied Psychology is available online at: http://www.apa.org/pubs/journals/apl/index.aspx.

Recipient of the Emerald Management Reviews Citation of Excellence – selected as one of the top 50 management articles published in 2008.

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