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      Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

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      Active Learning in Higher Education

      SAGE Publications

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          Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.

          The author's thesis is that there is sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning--practiced under the guise of cognitive constructivism or social constructivism--as a preferred instructional method. The author reviews research on discovery of problem-solving rules culminating in the 1960s, discovery of conservation strategies culminating in the 1970s, and discovery of LOGO programming strategies culminating in the 1980s. In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. Overall, the constructivist view of learning may be best supported by methods of instruction that involve cognitive activity rather than behavioral activity, instructional guidance rather than pure discovery, and curricular focus rather than unstructured exploration. ((c) 2004 APA, all rights reserved)
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            Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

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              An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning

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                Author and article information

                Journal
                Active Learning in Higher Education
                Active Learning in Higher Education
                SAGE Publications
                1469-7874
                1741-2625
                April 18 2017
                March 2017
                April 18 2017
                March 2017
                : 18
                : 1
                : 11-24
                Affiliations
                [1 ]Southern Oregon University, USA
                Article
                10.1177/1469787417693487
                b3d4d140-1928-4f9c-b123-0b343cfd9506
                © 2017

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