The ICAP Framework was found effective for assessing potential for active learning in an asynchronous online environment and identifying where design improvements are needed¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2028: tool and model accuracy changes quickly

Subclaims¶

q2 i? The authors found the ICAP Framework very effective as a codified, objective way of assessing the level of active learning required by activities in the audited asynchronous online course. → Pollard 2025

Evidence¶

Pollard 2025¶

Pollard, V., Armatas, C., & Pepe, A. (2025). Feedback is integral: Using a revised ICAP Framework to achieve active learning in an asynchronous online course. Online Learning, 29(3), 236-253. https://doi.org/10.24059/olj.v29i3.4555

q2 · i? · design · r2

Authors' interpretation from the case-study audit addressing their first research question. They report the Framework "provided a codified and objective way of assessing the level of active learning" in the audited course; no effect size is reported.

"We found the Framework to be very effective in this regard as it provided a codified and objective way of assessing the level of active learning required for the activities in the audited course."

Studies bearing on this claim¶

Can a course's activities and learners' talk be coded reliably into ICAP modes, so a designer can audit a design? This table gathers the studies behind this claim and the 3 narrower claims that bear on it: 3 distinct studies (2 design, 1 associational), q2, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Engagement modes were unevenly distributed across units, with some units rated Interactive and others entirely Passive — related
• The authors argue formative feedback is critical for making student behaviour 'seen' in asynchronous online learning where the teacher is not physically present — related
• Included AI literacy activities spanned all four ICAP modes, with passive modes in nine studies, active in five, constructive in seven, and interactive in eight — related
• Prior frameworks (SOI, ICAP) explain GLA benefits at the category level but cannot specify how distinct GLAs uniquely contribute to sense-making — related