Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments

Abstract

A learner-centered approach is a central feature of instruction based on a constructivist learning model. However, there is some confusion regarding the requirement for behavioral activity as a prerequisite for a learner-centered environment. We offer evidence in this article that some types of behavioral activity can interfere with cognitive learning processes. We recommend that instructional professionals focus on cognitive activity and summarize evidence-based methods that support appropriate cognitive activity in behaviorally passive and active learning environments.