Exploratory learning is expected to raise metacognitive activity, which in turn increases strategic knowledge and adaptive transfer¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Exploratory learning, relative to proceduralized instruction, is hypothesized to lead to greater metacognitive activity, which in turn leads to increased strategic knowledge and adaptive transfer. → Bell 2008

Evidence¶

Bell 2008¶

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. http://digitalcommons.ilr.cornell.edu/articles/410/

q1 · i? · causal · r2

Theoretical argument in the article's exploration section: control over learning is identified as a critical condition for stimulating metacognition, and metacognitive skills enable learners to recognize changed task demands and devise new solutions. The article states this as a hypothesis, offering no direct test in the supplied text.

"Based on this evidence we expect that exploratory learning, relative to proceduralized instruction, will lead to greater metacognitive activity, which in turn will lead to increased strategic knowledge and adaptive transfer."

Discussion¶

Related Claims¶

• Cognitive ability is expected to moderate exploration effects: enhancing metacognition for high-ability trainees but inhibiting it for low-ability trainees
• Contrary to expectation, the worked-example group applied suboptimal criteria more often, and fewer suboptimal applications mediated inventing's transfer — related
• Worked-example preparation leads to more application of canonical criteria during future learning, which mediates higher transfer — related