are recorded are likely incomplete because students are so focused on writing down every word that they miss out on the content. Until students have a chance to apply learned concepts, learning will not take place. This conjuncture is supported by Manjinder (2012) who states "Years of research have proved that an individual's ownership of new knowledge comes through constructive, productive, creative activities, not through passive consumption of instructional tutorials or reading textbooks." Chauhan also states that students develop better thinking skills in the FC environment. By actively applying the concepts they have learned to real-life problems, student learning goes beyond rote learning to the development of higher order thinking skills such as synthesis of information and the development of inferences. This argument is consistent with Bransford, Brown, and Cocking (2000, p.16) who assert that develop competence in an area of inquiry, “To students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application.” Brame (2014) argues that when students apply their new knowledge while obtaining immediate feedback from peers and the instructor during the active learning component of the FC, students learn to correct misunderstandings that they may have about the information and organize their new knowledge in a manner that makes it more accessible for future use. FCs can also be viewed a means of appeasing policymakers, scholars, advocacy groups, and others, who want to see more evidence that students are truly learning in college. These constituents do not want to see professors pontificating and simply pumping out information and taking it on faith that students understand what the instructors are saying (Berrett, 2012).
are recorded are likely incomplete because students are so focused on writing down every word that they miss out on the content. Until students have a chance to apply learned concepts, learning will not take place. This conjuncture is supported by Manjinder (2012) who states "Years of research have proved that an individual's ownership of new knowledge comes through constructive, productive, creative activities, not through passive consumption of instructional tutorials or reading textbooks." Chauhan also states that students develop better thinking skills in the FC environment. By actively applying the concepts they have learned to real-life problems, student learning goes beyond rote learning to the development of higher order thinking skills such as synthesis of information and the development of inferences. This argument is consistent with Bransford, Brown, and Cocking (2000, p.16) who assert that “To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application.” Brame (2014) argues that when students apply their new knowledge while obtaining immediate feedback from peers and the instructor during the active learning component of the FC, students learn to correct misunderstandings that they may have about the information and organize their new knowledge in a manner that makes it more accessible for future use. FCs can also be viewed a means of appeasing policymakers, scholars, advocacy groups, and others, who want to see more evidence that students are truly learning in college. These constituents do not want to see professors pontificating and simply pumping out information and taking it on faith that students understand what the instructors are saying (Berrett, 2012).