Fostering Generative Learning with Expansive Framing: A Systematic Review

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Social, Cultural, and Emotional Foundations of Student Learning and Motivation

Abstract

This systematic review synthesizes 67 peer-reviewed studies to evaluate the theory and application of expansive framing, a situative framework for promoting and understanding learning transfer. Expansive framing positions learners as accountable authors and encourages connections across contexts, fostering generative learning that transfers readily and widely. The findings provide moderate empirical support for its five theoretical explanations and document design adaptations across STEM, literacy, teacher education, and online learning. Results also highlight challenges in implementation and suggest pathways for equitable, identity-relevant pedagogy. Aligned with AERA 2026’s call to “unforget histories and imagine futures,” this review demonstrates how expansive framing offers a research-informed, practice-ready model for rethinking transfer as a participatory and transformative educational process.

Authors

• Daniel T. Hickey, Indiana University

• Eric B. Freedman, University of Iowa

• Bianca Schamberger, University of Iowa

• Tripp Harris, University of South Carolina

• Grant T. Chartrand, Indiana University

• Morgan Qianxu Luo, Indiana University

• Rebekah Jongewaard, Arizona State University