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Direct linkChi, Michelene T. H.; Adams, Joshua; Bogusch, Emily B.; Bruchok, Christiana; Kang, Seokmin; Lancaster, Matthew; Levy, Roy; Li, Na; McEldoon, Katherine L.; Stump, Glenda S.; Wylie, Ruth; Xu, Dongchen; Yaghmourian, David L. – Cognitive Science, 2018
ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to "Constructive" engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits…
Descriptors: Active Learning, Learner Engagement, Outcomes of Education, Learning Theories
Download full textChi, Michelene T. H.; Adams, Joshua; Bogusch, Emily B.; Bruchok, Christiana; Kang, Seokmin; Lancaster, Matthew; Levy, Roy; Li, Na; McEldoon, Katherine L.; Stump, Glenda S.; Wylie, Ruth; Xu, Dongchen; Yaghmourian, David L. – Grantee Submission, 2018
ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that "Interactive" engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to "Constructive" engagement, indicated by generative behaviors. Both kinds of engagement exceed…
Descriptors: Active Learning, Learner Engagement, Outcomes of Education, Learning Theories
Chi, Michelene T. H.; Wylie, Ruth – Educational Psychologist, 2014
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students' overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: "Interactive," "Constructive," "Active," and "Passive." The ICAP hypothesis…
Descriptors: Guidelines, Active Learning, Outcomes of Education, Learning Theories
