Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities

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Chi, Michelene T. H. “Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities”. Topics in Cognitive Science, vol. 1, no. 1, 2009, pp. 73-105, https://doi.org/10.1111/j.1756-8765.2008.01005.x.
Chi, M. T. H. (2009). Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities. Topics in Cognitive Science, 1(1), 73-105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
Chi, Michelene T. H. “Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities”. Topics in Cognitive Science 1, no. 1 (2009): 73-105. https://doi.org/10.1111/j.1756-8765.2008.01005.x.
Chi MTH. Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities. Topics in Cognitive Science. 2009;1(1):73-105.
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The category Education: Theory and practice of education 320 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Peer reviewers learn from giving comments and was published in 2010. The most recent citation comes from a 2024 study titled AI and Formative Assessment: The Train Has Left the Station. This article reached its peak citation in 2021, with 71 citations. It has been cited in 263 different journals, 12% of which are open access. Among related journals, the Computers & Education cited this research the most, with 18 citations. The chart below illustrates the annual citation trends for this article.
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