A prior knowledge diagnosis-driven AECN framework for enhancing synchronous online active learning

Active learning enhances online teaching but faces challenges like superficial interaction and misalignment with learners’ cognitive realities in synchronous settings. This study proposes the “Articulation-Elicitation-Calibration-Negotiation (AECN)” framework by integrating a two-tier diagnostic-based cognitive assessment, aiming to enhance active learning effectiveness and facilitate deeper synchronous online learning experiences. A quasi-experimental study was conducted with 67 Grade 4 students, where the experimental group received instruction via the AECN framework and the control group via conventional lecturing. Results suggest that the AECN group significantly outperformed the control group in both academic performance and higher-order cognitive skills. The findings indicate that the AECN framework can facilitate active knowledge construction without imposing additional cognitive load, highlighting the potential of prior knowledge diagnosis-driven structured guidance for optimizing synchronous online active learning.