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Is “Knowing Why” Important in Active Learning?
PROCEEDINGS

, , RIT, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The Active Learning for Classroom Management (ALCM) model uses a four-phase approach to developing active classroom instruction. The model is reviewed, with particular emphasis on the Phase 4 activities that embody reflective group activities. The model was tested using a quasi-experiment in an introductory programming course. Evidence is provided that compares the ALCM model with lecture and lab sessions and also compares a “truncated” three-phase model with lecture and lab sessions, showing the value of active learning techniques and the Phase 4 reflective activities.

Citation

Yacci, M. & Whittington, K. (2008). Is “Knowing Why” Important in Active Learning?. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3348-3353). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2020 from .

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