Shuliweeh Alenezi, Ali Bahathig, Mona Soliman, Hamad Alhassoun, Norah Alkadi, Majd Albarrak, Wejdan Albadrani, Rinad Alghoraiby, Abdullah Alhaddab, Ayman Al-Eyadhy
Performance and satisfaction during the E-learning transition in the COVID-19 pandemic among psychiatry course medical students
Heliyon
active constructive interactive terms commonly used cognitive learning sciences describe activities undertaken learners however literature actually explicit terms defined whether distinct whether refer overt manifestations learning processes learning outcomes thus framework provided offers way differentiate active constructive interactive terms observable overt activities underlying learning processes framework generates testable hypothesis learning interactive activities likely better constructive activities turn might better active activities better passive studies literature cited provide evidence support hypothesis moreover postulating underlying learning processes allows us interpret evidence literature accurately specifying distinct overt activities active constructive interactive also offers suggestions learning activities coded kind activity might elicited