The Role of ICAP in Effective Course Design: A Learning Analytic Evaluation

Autor/in	Ha, Jesse
Titel	The Role of ICAP in Effective Course Design: A Learning Analytic Evaluation
Quelle	(2022), (144 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-8027-1703-5
Schlagwörter	Hochschulschrift; Dissertation; Learning Theories; Learner Engagement; Cooperative Learning; College Science; College Students; Chemistry; Grades (Scholastic); Academic Persistence; Student Attrition; Grade Point Average; Scores; Tests; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning theory; Lerntheorie; Kooperatives Lernen; Collegestudent; Chemie; Notenspiegel; Schülerbeurlaubung; Examination; Prüfung; Examen
Abstract	Recently, the Interactive-Constructive-Active-Passive (ICAP) framework has been gaining increasing prominence in cognitive and learning sciences. The ICAP theory asserts that students learn more deeply when they are cognitively engaged in generative and collaborative learning. Indeed, prior studies have established the value of the ICAP framework for predicting student learning. However, the framework has yet to become widely used by practitioners, possibly due to the lack of accessible resources for applying the framework instruction design. This study sought to fill that gap by implementing and validating the ICAP instructional rubric instrument to rate the design of college chemistry courses at a large public university in the southwest and exploring its relationships with several metrics of student performance via multiple regression analysis: a) level of participation; b) final exam grades; c) course grades; d) course retention; and e) course attrition. This study analyzed data from the university's learning management system and included student-level controls such as markers of prior academic performance (i.e., GPA and SAT scores) as well as student demographics. The findings of this study suggest that the ICAP framework may be a useful tool for instructors to improve course design. In addition, the ICAP framework's predictive claims on student deeper learning were further validated by the results of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01