Active Learning Methodologies Research Articles

Analytical robust design optimization for hybrid design variables: An active-learning methodology based on polynomial chaos Kriging

In robust design optimization, statistical moments of performance are widely adopted in formulating robustness metrics. To address the high computational costs stemming from the many-query nature of such optimizations with respect to robustness metrics, analytical formulas of the statistical moments have been developed based on surrogate models. However, existing methods consider random variables as the sole model input, which excludes, from the application scope, problems that also involve deterministic design variables. To remedy this issue, this paper proposes a new Polynomial Chaos Kriging-based methodology for efficient and accurate analytical robust design optimization. The analytical solutions for the statistical moments of performance are developed considering that the Polynomial Chaos Kriging model is established in the augmented space of the deterministic design and random variables. This is achieved by systematically decoupling associations with deterministic input from random input, providing effective solutions even when the orthonormality of the basis function is not applicable in the augmented space. This work also presents an active-learning framework enabling seamless implementation of various numerical optimization methods. Several numerical examples and a practical application illustrate the performance and superiority of the proposed method.

A moment tensor potential for lattice thermal conductivity calculations of α and β phases of Ga2O3

Calculations of heat transport in crystalline materials have recently become mainstream, thanks to machine-learned interatomic potentials that allow for significant computational cost reductions while maintaining the accuracy of first-principles calculations. Moment tensor potentials (MTPs) are among the most efficient and accurate models in this regard. In this study, we demonstrate the application of MTP to the calculation of the lattice thermal conductivity of α and β-Ga2O3. Although MTP is commonly employed for lattice thermal conductivity calculations, the advantages of applying the active learning methodology for potential generation are often overlooked. Here, we emphasize its importance and illustrate how it enables the generation of a robust and accurate interatomic potential while maintaining a moderate-sized training dataset.

Exploring UMAP in hybrid models of entropy-based and representativeness sampling for active learning in biomedical segmentation

In this work, we study various hybrid models of entropy-based and representativeness sampling techniques in the context of active learning in medical segmentation, in particular examining the role of UMAP (Uniform Manifold Approximation and Projection) as a technique for capturing representativeness. Although UMAP has been shown viable as a general purpose dimension reduction method in diverse areas, its role in deep learning-based medical segmentation has yet been extensively explored. Using the cardiac and prostate datasets in the Medical Segmentation Decathlon for validation, we found that a novel hybrid combination of Entropy-UMAP sampling technique achieved a statistically significant Dice score advantage over the random baseline (3.2% for cardiac, 4.5% for prostate), and attained the highest Dice coefficient among the spectrum of 10 distinct active learning methodologies we examined. This provides preliminary evidence that there is an interesting synergy between entropy-based and UMAP methods when the former precedes the latter in a hybrid model of active learning.

Collaborative online international learning in physiology: a case study.

Internationalization in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over 7 weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up postgraduation opportunities.NEW & NOTEWORTHY Although the Collaborative Online International Learning (COIL) methodology is expanding, its use in physiology is still scarce. Our example COIL project of 7 weeks developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master's students. Students perceived extracurricular activities in this format as beneficial. Coaches also expressed positive views about such initiatives, noting benefits for students and their development.

Sustainable language learning and ePortfolio application

Abstract Adapting engineering education to a sustainable ESP (English for Special Purposes) training and competence-based education requires dedicated effort. Although active learning methodologies are commonly utilised in Higher Education institutions, there remains a need for enhanced curricular coordination and coherence. To address this, we are investigating the latest syllabus updates by introducing and verifying a valuable and student-friendly tool – an electronic portfolio in English. We view the ePortfolio as a comprehensive platform to facilitate students’ academic and professional growth, as well as their development of competences. This quasi-experimental study utilised a pre-/post-training trial design and nonrandomised control group to investigate the implementation of ePortfolios. During the diagnostic assessment, the first questionnaire allowed students to express their ideas regarding their competences, portfolio understanding, ESP and professional growth. The second was used to determine the undergraduates’ learning outcomes and perceptions after three months of training. There was a significant increase in learners’ support of several types of transversal competences, whereas some other competences appeared to be declining. This indicates that the ePortfolio tool stimulated a fresh process of self-reflection among the students. Our research focuses on examining the creation of the ePortfolio in the context of an ESP course to integrate technical students’ reflections on capacity building and advanced professional development in English.

Innovative Methodologies of Active Learning to Develop the Competencies of the Future of Work

International organizations promoting economic growth and global development are increasingly requesting higher education systems to prepare students with the fundamental attitude and skills to be competitive in the future workplace. After conducting two separate literature reviews on active learning strategies and on the most demanded competencies in the future of work, the paper proposes a comprehensive framework of 31 competencies pivotal for future professionals to thrive in an innovative work landscape. In the effort to nurture these skills, it further explores the contributions of the most popular active learning methodologies and delves into the role of digital technologies in enhancing the learning experience. Significantly, the paper reveals that active learning not only develops technical and methodological competencies but also enriches social, personal, and particularly digital skills, positioning students to effectively navigate and contribute to the digital economy. The emergent pedagogies underscore the importance of fostering lifelong learning, self-agency, and the adept use of diverse tools and resources, essential for the professionals of today and tomorrow.

Enhancing academic performance and student engagement in health education: insights from Work Station Learning Activities (WSLA)

Making health science students aware of the importance of basic science knowledge for professional practice is a major educational challenge, especially during the early years of preclinical courses. Here, using an integrated curricular approach, we analyze whether Work Station Learning Activities (WSLA), which combine active learning methodologies for teaching basic science in clinical scenarios, can help to develop deeper learning and student engagement. In order to increase student motivation, we evaluated the effectiveness of WSLA using statistical analyses and an observation tool based on the ICAP (Interactive, Constructive, Active, and Passive) framework, which categorizes learning tasks based on the nature of student engagement. Statistical analyses revealed positive correlations between the different summative evaluations along the development of the activities, indicating the learning process inherent to WSLA progression and affirming the positive influence of WSLA on academic outcomes. Comparing the pre- and post-tests, students scored significantly higher on the post-test (statistically significant p < 0.001). WSLA promotes both constructivist and interactive learning, as validated by its alignment with the ICAP model. The study examines student engagement through systematic observation, revealing a relationship between student engagement and final grades. Students who exhibit constructive learning consistently earn higher grades, emphasizing the positive impact of active engagement. Thus, passive behavior profiles show a significant proportion of fails (40%), while constructive profiles stand out as the sole recipients of the coveted excellent rating. Ultimately, this study contributes to our understanding of the effectiveness of WSLA in promoting active learning and enhancing student engagement within integrated health education curricula. It highlights the importance of active learning behaviors for academic success and suggests avenues for further research to optimize integrated teaching methodologies in medical education.

Developing leaders on-line using action learning: an account of practice

ABSTRACT Amid the backdrop of the global pandemic and other complex societal and organizational challenges, the demand for proficient people management skills among managers and leaders has become increasingly urgent. The ensuing narrative offers an account of a leadership development initiative tailored for line managers and delivered amid the pandemic. This account focuses on a specific facet of the training - a series of online action learning sessions conducted between April 2021 and May 2022. The article commences by laying a contextual foundation for the project and profiling its participants. Subsequently, the paper delineates the precise action learning methodology adopted within the project, detailing its structuring and implementation. This is followed by the presentation of case studies featuring participants who engaged with the action learning process, delving into their training experiences and elucidating key outcomes pertaining to their learning, development and alterations in professional practice. Ultimately, the article culminates by reflecting on crucial findings and insights gleaned from the execution and assessment of the action learning initiative, thereby underscoring valuable recommendations for the future implementation of action learning in leadership development.

Revolutionizing Sports Education: Harnessing Innovations and Technology for Enhanced Learning

This paper explores cutting-edge innovations in sports education, focusing on active learning strategies, the flipped classroom model, gamification, differentiated instruction, and the integration of technology. Active learning methodologies, such as problem-based learning and cooperative learning, engage students in critical thinking and collaborative problem-solving, while the flipped classroom model prioritizes experiential learning and learner autonomy. Gamification principles add elements of competition and rewards to enhance motivation and engagement, while differentiated instruction tailors learning experiences to individual student needs. Furthermore, technology integration, including virtual reality simulations, wearable technology, and online learning platforms, revolutionizes sports education by providing immersive experiences, real-time performance monitoring, and personalized learning pathways. Through a comprehensive review and analysis, this paper elucidates the transformative potential of these innovations in optimizing student learning outcomes and preparing athletes for success both on and off the field.

Educational environment in active learning and its possibilities in modern pedagogical process

An active learning environment represents a dynamic shift in modern pedagogical practices, emphasizing student engagement, collaboration, and critical thinking. This process explores the possibilities inherent in active learning methodologies within the modern educational landscape. By developing interactive experiences, hands-on activities, and realworld applications, active learning enables students to actively construct their knowledge. Through this approach, educators facilitate deeper understanding and retention while developing key skills for continuous improvement. We will explore the transformational potential of active learning paradigms to increase the quality and effectiveness of the pedagogical process in modern educational conditions.

Tackling the gender gap in mathematics with active learning methodologies

Gender gaps in mathematics are at the root of gender differences in human capital accumulation, but the role of teaching practices on such gaps has been underinvestigated. We implement a teaching methodology to improve children's mathematical skills and evaluate the causal effect of the intervention on the gender gap in mathematics in Italy with a randomised controlled trial. The methodology, grounded in active and cooperative learning, focuses on peer interaction, sharing of ideas, learning from mistakes, and problem-solving. The treatment significantly improves girls’ math performance (0.14 standard deviations), with no impact on boys, and reduces the math gender gap by about 40 %. The effect is stronger for girls with high pre-test scores.

How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education

ABSTRACT University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners’ agency, focusing specifically on developing learners’ capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject.

Role-playing as a method for the improvement of ethical competences in social work: a case study

ABSTRACT Role-playing is an active learning methodology that is increasingly playing a central role in the educational process: in our case, in the subject of Ethics Applied to Social Work. We present research based on a case study that applied role-playing as a methodology to improve the ethical competences of students. With a sample of 99 students, we conducted a pre-test and post-test evaluation of the effects of using the Attitudes Toward Professional Ethics scale. We conclude that role-playing significantly increases professional ethical competence in the area of social work. This research highlights several positive aspects of active methodologies such as this one, particularly their pedagogical application in social work training and the improvement of transversal competences such as ethical competence.

EDUCAÇÃO EM/PARA DIREITOS HUMANOS COM A METODOLOGIA DA APRENDIZAGEM BASEADA EM PROBLEMAS

O objetivo geral da pesquisa foi analisar como a metodologia ativa da Aprendizagem Baseada em Problemas (PBL) pode auxiliar na construção do pensamento crítico reflexivo no que se refere aos Direitos Humanos. A metodologia utilizada foi a pesquisa qualitativa do tipo intervenção. Foram participantes 05 alunos do ensino médio de uma rede pública estadual e a professora que também atuou como pesquisadora. Para a aplicação da metodologia PBL, foi elaborado um problema com a temática injustiça/desigualdade social. Foram usados para a coleta de dados, a observação dos sete passos do PBL feitos no grupo durante a discussão do problema, os documentos de registro de todos os passos do PBL elaborados pelo relator dos grupos, e um documento de resolução do problema em formato de redação, que foi elaborado de forma colaborativa. A análise dos dados permitiu verificar que o PBL foi avaliado positivamente pelo grupo em função da sua estrutura e didática, de forma que, além de construírem conceitos sobre Direitos Humanos, possibilitou a aprendizagem mais ativa e colaborativa. PALAVRAS CHAVE: Educação; Direitos Humanos; metodologia ativa; aprendizagem baseada em problema. ABSTRACT The general objective of the research was to analyze how the active methodology of Problem-Based Learning (PBL) can help in the construction of reflective critical thinking with regard to Human Rights. The methodology used was qualitative research of the intervention type. Participants were 05 high school students from a public state network and the teacher who also acted as a researcher. For the application of the PBL methodology, a problem with the theme of social injustice/inequality was elaborated. For data collection, the observation of the seven steps of the PBL performed in the group during the discussion of the problem, the documents recording all the steps of the PBL prepared by the rapporteur of the groups, and a document of resolution of the problem in format of essay, which was prepared collaboratively. Data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that, in addition to building concepts about Human Rights, it enabled more active and collaborative learning. Keywords: Education; Human rights; active methodology; problem-based learning. ABSTRACT The general objective of the research was to analyze how the active methodology of Problem-Based Learning (PBL) can help in the construction of reflective critical thinking with regard to Human Rights. The methodology used was qualitative research of the intervention type. Participants were 05 high school students from a public state network and the teacher who also acted as a researcher. For the application of the PBL methodology, a problem with the theme of social injustice/inequality was elaborated. For data collection, the observation of the seven steps of the PBL performed in the group during the discussion of the problem, the documents recording all the steps of the PBL prepared by the rapporteur of the groups, and a document of resolution of the problem in format of essay, which was prepared collaboratively. Data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that, in addition to building concepts about Human Rights, it enabled more active and collaborative learning. Keywords: Education; Human rights; active methodology; problem-based learning.

Innovative Strategies for Early Autism Diagnosis: Active Learning and Domain Adaptation Optimization.

The early diagnosis of autism spectrum disorder (ASD) encounters challenges stemming from domain variations in facial image datasets. This study investigates the potential of active learning, particularly uncertainty-based sampling, for domain adaptation in early ASD diagnosis. Our focus is on improving model performance across diverse data sources. Utilizing the Kaggle ASD and YTUIA datasets, we meticulously analyze domain variations and assess transfer learning and active learning methodologies. Two state-of-the-art convolutional neural networks, Xception and ResNet50V2, pretrained on distinct datasets, demonstrate noteworthy accuracies of 95% on Kaggle ASD and 96% on YTUIA, respectively. However, combining datasets results in a modest decline in average accuracy, underscoring the necessity for effective domain adaptation techniques. We employ uncertainty-based active learning to address this, which significantly mitigates the accuracy drop. Xception and ResNet50V2 achieve 80% and 79% accuracy when pretrained on Kaggle ASD and applying active learning on YTUIA, respectively. Our findings highlight the efficacy of uncertainty-based active learning for domain adaptation, showcasing its potential to enhance accuracy and reduce annotation needs in early ASD diagnosis. This study contributes to the growing body of literature on ASD diagnosis methodologies. Future research should delve deeper into refining active learning strategies, ultimately paving the way for more robust and efficient ASD detection tools across diverse datasets.

TEACHING AND APPLYING WATER CONSUMPTION SIMULTANEITY IN RESIDENTIAL: AN ACTIVE LEARNING PROJECT-BASED ENGINEERING APPROACH

In the present project, spanning from April 2020 to August 2022, the study focused on Hydraulic Engineering I within the Civil Engineering program and the Hydrosanitary Installation Project in the Architecture program. The objectives included calculating the simultaneity coefficient and determining the maximum probable flow for each student's residence. To achieve these objectives, active learning methodologies, specifically project-based learning (PBL), were adeptly employed to enrich students' practical knowledge and foster collaboration. The process began with architectural surveys of residential properties, followed by inventories of pipes, sanitary appliances, and wet rooms. Measurements of flow rates at various faucet openings (25%, 50%, 75%, and 100%) were conducted, along with the recording of operating pressures within home networks. This data served as the foundation for creating calibration curves, a process carried out over 120 days. Using the collected data, each student developed a hydraulic model of their network and compared the software results to practical measurements. The participants calculated the simultaneity coefficient (Ks) and maximum possible flow for their dwellings using hydraulic design concepts and regulatory standards. The results were documented in technical reports, a video tutorial, and infographics. The research highlights the importance of understanding residential water usage patterns and their potential for optimizing water delivery systems. It also underscores the value of experiential learning, which helps students bridge theory and practice, enhancing technical skills and their understanding of hydraulic engineering.

ACTIVE METHODOLOGIES

This article addresses the theme “Active Methodologies: Active Methodologies as a Pedagogical Tool” and addresses the use of Active Methodologies as an innovative way to promote more meaningful and engaging learning. The article provides a comprehensive introduction to Active Methodologies, highlighting their core principles and how they differ from more traditional teaching strategies. It then discusses the practical application of these methodologies in the classroom, focusing on approaches such as problem-based learning, collaborative learning, and investment in the classroom. methodologies in the classroom. The potential benefits of using active learning methodologies are also explored, along with the challenges that educators may face when using these approaches. These benefits include greater engagement, empowerment, and application of knowledge in real-world situations. The article is based on relevant theoretical studies and references, such as the works of Araujo and Ramos (2023), Diesel, Baldez and Martins (2017), Nascimento and Coutinho (2016), Santos (2019) and others. By providing a comprehensive view of the subject, this article seeks to contribute to the understanding and adoption of Active Methodologies as a transformative pedagogical tool.

Learning Styles Impact Students’ Perceptions on Active Learning Methodologies: A Case Study on the Use of Live Coding and Short Programming Exercises

This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience in programming education. It offers immediate feedback, demonstrates problem-solving in action, and allows instructors to incorporate student suggestions, making it a dynamic and engaging teaching tool. However, its effectiveness varies among students with different learning preferences. This study investigates the impact of various learning style dimensions, as defined by the Felder–Silverman model, on the effectiveness of live coding in an introductory object-oriented programming course. The study was conducted at Aalborg University, Denmark, with students from the BSc Software program. It aims to provide empirical evidence on how different learning style dimensions influence student preferences and the effectiveness of live coding, offering insights to educators for tailoring active learning methodologies in programming courses to diverse learner needs.

Integrating technologies, active methodologies, and curriculum: promoting interactivity in the teaching-learning process

This study, based on a Systematic Literature Review (SLR), sought to understand how the fusion of emerging technologies, active learning methodologies, and curriculum could optimize education. The analysis of a successful practice by a history teacher, who used Virtual Reality to engage his students in the construction of historical knowledge, was one of the highlights. The strategy of integrating innovative technologies and active learning methodologies proved promising for improving education, especially when aligned with student-centered and interdisciplinary curricula. The pandemic highlighted the flexibility of teaching, with practices such as interactive virtual classes and virtual reality simulations keeping education active in remote environments. Interactivity is crucial in the teaching-learning process, as it stimulates student engagement and broadens the understanding of concepts. In the face of constant global changes, students need to be equipped with adaptable skills and critical thinking. Therefore, the intersection between technologies, active methodologies, and curriculum creates fertile ground for a more engaging and effective education. The continuous exploration and application of these approaches will significantly contribute to the creation of an enriching and effective teaching environment.

ChemSpaceAL: An efficient active learning methodology applied to protein-specific molecular generation

ChemSpaceAL: An efficient active learning methodology applied to protein-specific molecular generation