Collaborative Learning and Student Outcomes: Evaluating a University Chemistry Course Design With the ICAP (Interactive-Constructive-Active-Passive) Framework

• In Event: Cooperative Learning: Theory, Research and Practice Paper Session

Abstract

Recently, the Interactive-Constructive-Active-Passive (ICAP) framework has been gaining increasing ubiquity in the cognitive and learning sciences. ICAP asserts that students learn more deeply when cognitively engaged in generative and collaborative learning. Prior studies have established the value of the ICAP framework for predicting student learning. However, the framework has yet to become widely used by practitioners, probably due to the lack of accessible resources for applying the framework. This study sought to fill that gap by implementing the ICAP instructional rubric instrument to rate the design of college chemistry courses and exploring their relationship with metrics of student performance via regression analysis. The findings suggest that collaborative learning was the greatest positive predictor for student academic outcomes.

Authors

• Jesse Ha, Montclair State University

• Man Su, Saarland Informatics Campus

• Soojeong Jeong, Seoul National University

• Lin Yan, Arizona State University

• Saesaem Yoon, University of Washington - Tacoma

• Anuradha Ghosh, Montclair State University