Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

Stefanie T. Bell

Steve W. J. Kozlowski 

Keywords: Active Learning, Self-Regulation, Training, Adaptability, Team Development

The Study: This study evaluated how key training design elements — guided exploration and exploratory practice — influence self-regulatory processes (e.g., goal setting, cognitive strategies), learning outcomes, and adaptability. Conducted in a simulation-based environment, participants completed training scenarios designed to measure how instructional features support knowledge acquisition and application to novel situations.

Main Findings: Guided exploration and exploratory practice supported more effective self-regulatory processes. These processes were linked to higher levels of declarative and procedural learning, as well as improved adaptability to changing demands. The findings suggest that active learning promotes deeper cognitive engagement, producing more robust training outcomes.

Practical Implications: Training programs should integrate active learning elements that encourage guided exploration, strategic goal setting, and self-regulation. Such approaches enhance learning transfer and promote adaptability in dynamic work environments.

Reference: Bell, S. T., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296–316. https://doi.org/10.1037/0021-9010.93.2.296

Bell and Kozlowski, 2008.pdf

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