Revised ICAP Framework embedding formative feedback in each engagement mode for asynchronous online learning¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

This revision of Chi and Wylie's ICAP Framework adds formative feedback, or its absence, to each of the four engagement modes for asynchronous online learning. The authors state: "we add the element of feedback, or the lack of feedback, to each mode," ranging from Passive with no feedback to Interactive, where feedback on an external output is incorporated into a new output (double-loop learning). The most active mode is a student-produced output with evidence of reflection on feedback, which makes learning 'seen' without a physically present teacher.

Design Implications¶

Context¶

Requirements¶

• Task-based formative feedback must be designed into learning activities, from self, peers, or the teacher
• Higher modes require an external student output on which feedback is provided and incorporated

Constraints¶

• Developed and illustrated for the asynchronous online mode; the authors state more work is needed to validate the revised Framework's efficacy in revealing what students do online

Target Learners¶

• post-graduate online students

Target Learning Objectives¶

• active learning
• cognitive engagement
• reflection on feedback

Claims¶

• Icap Effective Audit Tool Asynchronous Online [+M]
• Audit Most Activities Passive Active Icap [+M]

Related Theories¶

• ICAP-Bloom adapted coding scheme for cognitive engagement in online discussion posts
• ICAP framework: four engagement modes from Interactive to Passive

Examples¶

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Key Sources¶

• 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