HIGHLIGHTS
- What: This study explores the impact of two educational models Banking Education and Problem-Posing Education within the context of virtual classrooms. Rooted in the constructivist learning theory which posits learning as an active meaning-making process the research aims to compare their effects on student engagement proactiveness responsibility and learning outcomes. Through the literature review, the authors found that previous research has conducted comprehensive comparisons between the banking model and the problem-posing model within real classroom settings, unveiling significant distinctions between these two pedagogical approaches. This research has mainly focused on these models in physical . . .
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