Unlock the potential of active learning methods to revolutionise the learning process

Extended use of laboratory and field courses makes biology a discipline considering itself as a habitual practitioner of active learning strategies. We investigated how widely the faculty at the Department of Biological Sciences (BIO) at the University of Bergen (UiB, Norway) uses active learning methods. Thirty-six members of the teaching staff answered our web-based questionnaire, and we carried out in-depth interviews of 7 faculty members. Our results show that almost all BIO-teachers use at least some active learning methods, and plan to use them in their teaching in the near future. The teachers use active learning methods mostly because they want their students to achieve deeper learning, but also because they want to develop themselves as teachers. This self-motivation is obvious, as over 90% of the teachers identified self-motivation as the strongest incentive, while colleagues, the department, and the university were less important. A vast majority of the teachers also think that it is their own responsibility to adopt active learning methods, while fewer faculty members assume institutional responsibility from BIO. The major bottlenecks identified were large class size and difficulties related to evaluating and grading student performance when using active learning methods. The teachers would use more active learning methods if the availability of active learning rooms was increased. Our in-depth interviews suggest that the most suitable time window for adopting more student-active learning methods is either when new courses are established, or when teachers are taking over courses new to them. We therefore suggest that if educational institutes wish to increase the proportion of active teaching and learning methods, they should provide extra support in such transition periods.

This paper studies electrical engineering learners’ preferences for learning methods with various degrees of activity. Less active learning methods such as homework and peer reviews are investigated, as well as a newly introduced very active (constructive) learning method called “slectures,” and some others. The results suggest that graduate students’ perception of the usefulness of the activity increases with its level of activity. For undergraduate students, an increased perception of the usefulness of the activity was observed for lightly active but structured learning methods. Group-based analysis focusing on two types of learners, defined as “instructor-dependent” and “instructor-independent” according to their perception of the usefulness of the classroom lectures, was also performed. The results suggest that instructor-independent learners may benefit more from active learning methods than instructor-dependent learners. For example, instructor-independent undergraduate learners were found to perceive the homework assignment as being more useful than the lectures. Such a preference was not seen in the average group data. In fact, no learning method was found to be perceived as more useful than the lectures, on average. Thus this paper illustrates the pertinence of group-based data analysis.

Introduction The article justifies the needs of using active and interactive methods of learning in Higher Education Establishments. On the basis of analyzed scientific and pedagogic works and on the basis of summing up the students’ needs there are distinguished such active methods of learning as: projecting, modulating of professional situations, games, case study, quest technologies, etc., which are focused on the demands of society, on individuality of future expert, on development of his/her cognitive motivation, on active participation in self-development and on the process of acquiring professional competences. It proposes some recommendations concerning the introduction of active methods into the educational process. The authors prove the fact that the use of active and interactive methods in the process of specialists’ training in Higher Education Establishments helps to develop learning motivation, to form the skills of team-working as well as it will lead to effective learning of educational materials and will initiate the conscious professional competency. Purpose The aim of work is in the analysis of development possibilities of developing students’ learning motivation with the help of active and interactive methods of learning. Methods In the process of research there has been used the complex of theoretical method (theoretical and methodological analysis of problems, systematization of scientific references, the comparison and generalization of information) and empiric method (observation, speaking, questionnaire and method of expert estimation). Originality An important acquisition in the process of project preparation as well as its result or quest and case study solving is understanding of practical value of theoretical knowledge and is a formed desire as well as ability to learn individually. This approach spreads far beyond the frames of learning area and is focused on the professional problems solving in definite sphere of education process, also it develops an interest and profile cognitive motivation. Practical orientation of these technologies helps the students to realize their need in theoretical knowledge and the way they can use it. It is important to point out that information presentation and search in the form of game has a number of advantages such as: activation of the process of material learning with the help of visual means (real subjects, schemes, models, pictures, video-fragments and photos), development of stable interest to the subject which helps to activate learning activity, to realize creative components of individual development and, as well, it takes off extra psychological tension. It is also needed to highlight that the development of active methods of learning helps to improve the skills not only of the student’s individuality but also the lecturer’s individuality, mastership and creative potential. A lecturer, using the methods of project and quest in their pedagogical activity, finds logical balance between academic and practical knowledge, abilities and skills. Conclusion The results, which have been received in the process of carrying out an experimental research on the introduction of active methods of learning (case study, quest and project), show their significant efficiency in comparison with traditional methods of teaching. Experts’ estimation as well as questionnaire carried among the representatives of the research has posed the possibility to figure out significant development of motivation concerning the discipline learning through the understandability of practical values of received knowledge in further professional activity. Besides, in the process of completing the proposed tasks the students have showed a high level of learning activity and have had the possibility to present their own creative abilities and skills in team-working. Also, it is essential to point out a higher level of the process of knowledge acquiring by students who have participated in the experiment in comparison with the students of the controlled group. Thus, using of quest and project methods in educational process has received positive estimation. They give students the possibility to think, to estimate, to make decisions, bear the responsibility and, also, to work under constant unstable conditions. The result of using the active methods of learning is in the extension of experience of creative activity, in the readiness to practical active activity, in the ability to modulate and make professional decisions that satisfies the challenges of modern informative society.

Introduction There has been a dramatic paradigm shift from passive to active teaching and learning methods. Passive teaching is faculty‐centric, while active teaching is student‐centric which many academic scholars believe will lead to better student engagement, comprehension , and knowledge retention. Instead of just pouring information into their brains, students must be responsible for their learning, and teachers only act as facilitators rather than the sage on the stage. There is a need to formulate curriculum map designs and lesson plans that leads to higher‐order learning using Bloom's taxonomy in teaching. Objective The objective is to review literature that compares the passive and active teaching strategies on their advantages and disadvantages regarding student engagement, comprehension, and knowledge retention. Methodology A review of the literature was conducted on passive and active learning methods in anatomy education from 2012 to 2022. Results The faculty‐centric passive teaching with lectures and videos make students disengaged. On the other hand, in active learning, students are more engaged, have better comprehension, retention and are more responsible for their learning. Active teaching utilizes discussion fora, collaborative and peer teaching, flipped classrooms, blended classes, games, concept maps, chunking, polling, and augmented reality. The pyramid of retention from the National Training Laboratories in Bethel, Maine, showed that passive teaching led to 30 % retention while active teaching had superior retention from 50 to 90 %. Conclusion Active learning methods have more advantages regarding student engagement, comprehension and, retention than passive teaching. In addition, the faculty may combine both strategies to maximize learning among the students.

Food safety education program needs to be given to the high school community, especially for junior and senior high school students who are entering adolescence. Appropriate learning methods required in the delivery of food safety information. The aim of this study was determining the effect of the way food safety intervention with active and passive learning method to the food safety knowledge of high school students. Analysis of different test with independent t-test on both active and passive learning methods of intervention showed there was no different between both methods. The result of the effect of food safety intervention with active and passive learning methods by paired sample t-test showed increasing the average score of food knowledge (p≤0.05) between before and after the intervention of 2.18 and 2.54 %. Based on the distribution of score of knowledge, active learning method just increased significantly only for senior high school students in science program. Correlation analysis showed the higher school level did not ensure higher food safety knowledge as well.

Active learning is an effective solution to select informative training datasets (examples) from which a pre-defined classifier learns for optimizing its performance. It has been widely applied for information extraction, classification, and filtering. Most existing active learning methods do not consider image noise separately to guide the selection of informative examples, which might lead to sub-optimal annotation. Due to the intrinsic presence of noise in images, large amount of images, and varied imaging modalities, using active learning for medical image annotation is an even more challenging task. In this study, we develop a novel low-rank modeling-based multi-label active learning (LRMMAL) method for effective medical image annotation. Different to those traditional active learning methods, the LRMMAL method innovatively measures image noise and combines it with the measures of example label uncertainty and label correlation into a new sampling process to determine most informative examples for annotation. Experimental results on thoracic CT images and comparisons with other four multi-label active learning methods illustrate the superior performance of the LRMMAL method.

Mathematics is one of the school subjects where demotivation, dislike and failure are frequent concerns. To address this, it is important to actively engage students in the classroom and employ resources that make math classes more appealing and captivating, leading to meaningful learning experiences. Active, cooperative, and participative learning methods should be prioritized over traditional didactic teaching and the mere transmission of knowledge. Active learning methods offer alternative approaches to the conventional lecture format, actively involving students in the learning process. The concept of an escape room, a gaming experience where participants must solve challenges to escape from a locked room, has gained popularity in educational contexts. The educational escape room is an extension of this concept, aiming to promote real-time problem-solving, teamwork, and discovery of clues and mysteries to facilitate active learning. By engaging in various tasks within a room, students work together in teams, fostering an active learning environment. The educational escape room offers several benefits, including the enhancement of problem-solving skills, student performance, and motivation. By incorporating gamification strategies into teaching and learning processes, this approach proves to be an effective way of promoting active learning in mathematics. In this paper, we present a case study that explores the use of an educational escape room with first-year undergraduate students from a Portuguese higher education institution, with the goal of improving their mathematical problem-solving skills. The study aims to evaluate how escape rooms can contribute to increased student motivation. To assess the perception of students regarding this escape room methodology, a quantitative survey was conducted. The findings indicate that using the escape room as an educational approach effectively increased student interest and improved learning outcomes in mathematics.

This study compares the impact of two active learning methods; Problem-Based Learning (PBL), and Project-Oriented Learning (POL) versus the Traditional Lecture (TL) method on learners' ability to differentiate between monocotyledons and dicotyledons based on their morphological and anatomical characteristics. The research used a quasi-experimental design involving 150 students, divided into three groups: two experimental groups subjected to active learning methods and a control group exposed to traditional lectures. The study used mixed research methods to assess the effectiveness of these teaching strategies. Pre and post-test scores were employed to evaluate learners' improvements and observational techniques were employed to analyse classroom engagement and the development of scientific skills. The results indicate that both active learning methods significantly enhanced learner engagement, understanding, and the application of scientific concepts. The PBL and POL groups demonstrated superior critical thinking, collaboration, and problem-solving skills, with the POL group showing the highest improvement in project management and creative thinking. By contrast, the TL group exhibited moderate improvements, primarily in memorization rather than conceptual understanding. These findings support the growing body of literature that advocates for active learning as an effective alternative to traditional teaching methods in science education. Keywords: Active Learning, Problem-Based Learning, Project-Oriented Learning, Traditional Lecture, Monocots, Dicots. DOI: 10.7176/JEP/16-11-20 Publication date: October 30th 2025

The current situation in professional education, particularly in law enforcement sphere, demands highly qualified specialists who possess not only profound professional knowledge but also strong foreign language proficiency.Effective communication with international counterparts, comprehension of legal terminology in foreign languages, and the ability to integrate global practices into domestic legal frameworks have become essential skills for future law enforcement officers.In this context, the implementation of active learning strategies or methods in foreign language sphere emerges as a critical pedagogical approach to enhance both language proficiency and professional competence.Active learning methods are designed to engage cadets and students in meaningful, participatory learning experience that promotes critical thinking, creativity, and collaborative problem-solving.In the sphere of law enforcement education, these methods allow cadets and students to simulate real-world professional scenarios, enabling them to practice language skills in authentic, contextually relevant situations.Among the various active learning approaches, simulation-based and role-playing techniques are particularly effective.They provide our cadets and students with specific roles and responsibilities, encouraging them to make decisions, respond to dynamic and vivid situations, and develop practical skills essential for their future professional activities.The role-play method, in particular, has been identified as highly practical and effective.It enables cadets and students to experience realistic professional situations, such as traffic stops, suspect interviews, witness interrogations, crime scene investigations, and providing guidance to foreign tourists.By integrating these scenarios into foreign language classes, students consolidate newly acquired vocabulary, develop fluency in professional communication, and enhance their ability to think critically and creatively under pressure.The method can be applied as pre-prepared activity, where cadets or students are informed about roles and topics in advance, or in improvisational exercise, which encourage spontaneous use of language and adaptive problem-solving.The application of active learning methods during foreign language classes for future law enforcement officers not only facilitates the acquisition of linguistic skills but also contributes to the overall professional and personal development of cadets and students.It fosters motivation, engagement, and deliberate learning while simultaneously preparing learners to meet the complex demands of their future career.Consequently, these methods represent a powerful and innovative approach to modern language pedagogy within specialized professional contexts.

This study aims to determine the effect of the Active Learning learning method type Quiz Team on social studies learning outcomes of students in Padang UNP Laboratory Development Middle School by comparing conventional learning models (lecture method). This type of research is Quasy Experiment. The population is class VII students of UNP Padang Laboratory Development Middle School. The total population is 174 students. Sampling by purposive sampling technique. The sample in this study were VIIb grade students as experimental class and VIId grade students as control class with a total sample of 67 students. Data was collected using test results of learning which validity and reliability have been tested. The data is then analyzed using the SPSS and Ms.Excel statistical programs. The hypothesis of this study was tested by the two-average similarity test (t test) at the significance level of 0.05 and dk = 67. The results of the study found that the influence of the quiz team type active learning method on social studies learning outcomes in class VII UNP Padang Development Laboratory. Learning outcomes using the active learning method quiz team type is 72.7 while in the conventional 64 class further hypothesis testing is obtained t count> t table is 8.209> 2.155 with a significance level of 0.05, thus the hypothesis. Thus the H1 hypothesis: "There is a significant influence from the application of Active Learning learning methods on student learning outcomes in social studies class VII in Laboratory Development Middle School Padang State University. Keywords: active learning type quiz team method, learning outcomes

Combining active and semi-supervised learning for spoken language understanding

The purpose of this study was to determine the active learning and teaching methods and techniques which are employed by the social studies teachers working in state schools of Turkey. This usage status was assessed using different variables. This was a case study, wherein the research was limited to 241 social studies teachers. These teachers were randomly selected from various regions of Turkey during the 2014-2015 fall and spring period. 'Active learning method and techniques scale' was used by the researchers as the data collection tool. The reliability and validity of the scale were tested before applying to the participants of study. Cronbach's Alpha reliability coefficient was calculated as 0.88. Seventy-four articles of the scale consisted of 82 articles. These articles included eight questions related to the occupational and demographic specifications of the participants and five Likert type questions for the active learning method and technical knowledge. The data were analyzed by one-way analysis of variance (ANOVA), independent t-test and post hoc Tukey's test, using the SPSS 18.00 packaged program. Findings shows that project, concept map, finding reason - result, teaching through invention are the most frequently used techniques. Findings in this study point towards differences in the usage status of active learning-teaching methods among the social studies teachers. These differences are not based on the educational background of the teachers or their graduation institute, but on the gender, international experiences, in-service participation for occupation development, occupational seniority, and status and geographic location of the school where the teachers were employed.

UD_BBC: Named entity recognition in social network combined BERT-BiLSTM-CRF with active learning

The background to this research is the lack of learning innovation used by teachers in learning activities and the lack of students' ability to achieve maximum results. One of these things is influenced by learning activities where some students are bored with these learning activities, the less than optimal use of learning methods is influenced by several factors, namely, there are students who are less active and enthusiastic in the learning process, one of the causes is that the learning methods applied are less varied so that it seemed monotonous and still classical in nature using question and answer methods and lectures. Therefore, researchers were inspired to conduct research at this school. The purpose of this research is to find out (1) how Active Learning Learning Methods are used at Mts Ponpes Cipari Garut, (2) what are the student learning outcomes at MTs Ponpes Cipari Garut, and (3) what is the influence of Active Learning Learning Methods on Student Learning Outcomes in Moral Creed Subjects at Mts Ponpes Garut.
 The method used in this research is a quantitative method with descriptive survey analysis techniques, namely research that is based on phenomena that occur by making decisions from sample data using statistical tests. By describing or illustrating phenomena. In this study, a population of 28 respondents was used with a sample using the Nonprobability Sampling technique of 28 respondents. The results obtained include (1) there is an influence of active learning methods at Mts Ponpes Cipari Garut with an average percentage score of 77.4% in the Good category. (2) The student learning outcomes at Mts Ponpes Cipari Garut with an average percentage score of 80.1% are in the Good category. (3) The influence of active learning methods on student learning outcomes in the Moral Creed subject at Mts Ponpes Cipari Garut with the results of t count > t table (6.71 > 2.06) This means that H1 is accepted and H0 is rejected. With a percentage result of 64.41% while 36.58% is influenced by other factors such as the environment where students live, parental support as well as guidance from competent teachers.

Inter-labeler and intra-labeler variability of condition severity classification models using active and passive learning methods.