Active Learning Methodologies Research Articles

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

USING “CANVA FOR EDUCATION” APPLICATION WITH COLLABORATIVE LEARNING IN VISUAL ARTS LESSON: SAMPLE ACTIVITIES FOR TEACHERS

The proliferation of Web 2.0 tools in visual arts education has ushered in multifaceted learning environments that cater to diverse sensory experiences. Among these tools, Canva for Education stands out, offering an array of visual assets, content, and templates for diverse design endeavors. This tool not only augments learning experiences but also enhances creativity by piquing students' engagement through its myriad features. Nonetheless, the efficacy of such a tool is augmented when intertwined with active learning methodologies in pedagogical settings. Specifically, when Canva for Education is embedded within a collaborative learning framework, it fosters a distinct learning milieu, promoting peer-to-peer interactions. In this paper, activities that can be implemented in collaborative groups with Canva for Education application in middle school visual arts class were introduced. These activities were prepared within the framework of the objectives related to the use of technology in visual arts curriculum in Turkey. Within the scope of this study, products developed with different design types are presented to guide teachers. It is thought that these activities will provide insights for practitioners and students on the use of Canva for Education.

ChemSpaceAL: An Efficient Active Learning Methodology Applied to Protein-Specific Molecular Generation.

The incredible capabilities of generative artificial intelligence models have inevitably led to their application in the domain of drug discovery. Within this domain, the vastness of chemical space motivates the development of more efficient methods for identifying regions with molecules that exhibit desired characteristics. In this work, we present a computationally efficient active learning methodology and demonstrate its applicability to targeted molecular generation. When applied to c-Abl kinase, a protein with FDA-approved small-molecule inhibitors, the model learns to generate molecules similar to the inhibitors without prior knowledge of their existence and even reproduces two of them exactly. We also show that the methodology is effective for a protein without any commercially available small-molecule inhibitors, the HNH domain of the CRISPR-associated protein 9 (Cas9) enzyme. To facilitate implementation and reproducibility, we made all of our software available through the open-source ChemSpaceAL Python package.

Strategies and challenges of teaching Indonesian to foreign speakers at Bandung State University

Considering the ongoing era of globalization, the importance of teaching Indonesian to foreign residents is increasing. Indonesian, as the official language of Indonesia, has important meaning as the main language in Southeast Asia. In addition, this language is recognized as one of the official languages of ASEAN and has an important function in encouraging international cooperation. As a result, more and more people from various countries are choosing to master Indonesian for academic, commercial or personal purposes. However, empirical evidence shows that several challenges hinder cultural exchange in BIPA education. These include the lack of Indonesian language skills among international students at the elementary level, the rise of bilingualism in Indonesian society, cross-cultural differences, the speed of communication in Indonesian society, and even low motivation among international students. This report explores the challenges and strategies involved in teaching at Bandung State University. This research aims to increase the effectiveness of teaching Indonesian to non-native students by overcoming various challenges faced in the teaching and learning process. This research uses a qualitative approach and uses in-depth interviews as the main method of data collection. The research involved 8 Indonesian language lecturers from various countries who taught non-native speakers. Research findings show that the main problem is the complicated Indonesian grammar, which is an obstacle for non-native speakers to understand. In addition, it is very important to modify the teaching methodology to meet the preferences and learning needs of international students. One approach to overcome this problem is to simplify grammar teaching by using practical illustrations. In addition, this research reveals the importance for BIPA teachers to consider the balance between language skills and non-skills material, cross-cultural factors for both students and teachers, student characteristics, students' goals in learning BIPA and selecting learning methods that suit their needs. Target. These features can be enhanced by incorporating active learning methodologies, such as role-playing, into a student-centered teaching style tailored to the specific needs and preferences of international students.

Introducing mobile learning in sport management education: Exploring gender differences in Pinterest usage

We live in an increasingly interconnected world thanks to the advance of digitalization. Digital tools such as mobile devices or social media platforms have transformed the way in which people and organizations relate to each other. Higher education and sports are two of the areas of society where we have seen more changes caused by the rise of digitalization. In education, digital tools have revolutionized the way in which classes are taught, moving classrooms toward hybrid or online models. In the case of sport, digital tools such as social media are essential for sport managers when interacting with the sport ecosystem. Despite the advances that digital technology is bringing about in society, studies exploring the potential of social media and digital tools in sport management classrooms are scarce. This work explores the possibilities that a little-studied social media platform, such as Pinterest, offers when introduced in the classroom through mobile-based learning and active learning methodologies. In addition, and in a pioneering way in the case of Pinterest, it explores the possible differences depending on the gender of the students. A total of 72 students of the “Sports Equipment and Facilities” course at a Spanish university participated in this study. After finishing the educational intervention with Pinterest, students completed a questionnaire to share their perceptions. Subsequently, t-tests for independent samples were performed through the statistical package SPSS 27.0. The results obtained highlight that all students, regardless of gender, had a positive perception of Pinterest in the teaching-learning process. In addition, women scored higher on all items, with significant differences in four areas. In view of these results, it is concluded that the use of Pinterest through mobile learning is positive in the university context. Furthermore, there is a gender variable influence in the students’ perceptions regarding Pinterest.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

Enhancing Employability Skills of Biology Graduates through an Interdisciplinary Project-Based Service Learning Experience with Engineering and Translation Undergraduate Students

We describe an interdisciplinary experience based on the application of the Project-Based Service Learning (PBSL) methodology for six learning outcomes directly related to employability skills. The objective was to assess students’ learning outcomes, the level of satisfaction of students and lecturers with the PBSL, and the advantages and disadvantages of the implementation of this learning methodology. Interdisciplinary teamwork of undergraduate science, engineering, and humanities students was required to design real-world projects to develop their transferable skills, through the process of learning by doing. Students perceived that PBSL favored employability skills such as knowledge acquisition, self-directed learning, problem-solving, critical thinking, communication, and teamwork skills. Students and lecturers showed high satisfaction with PBSL and outlined its advantages as an active and experiential learning methodology. In conclusion, the implementation of the collaborative and interdisciplinary PBSL methodology is decidedly recommended to enhance Biology, Engineering, and Translation graduates’ learning satisfaction and their future employability.

Investigating The Transformative Effects of Active Learning Methodologies in The Field of Engineering Education to Improve Learning Outcomes in Students by Unleashing Their Potential

Abstract— Active learning methodologies have significantly transformed engineering education, which implements an assortment of actual time and pragmatic learning strategies that have revolutionized the old chalk-and-talk instructional techniques into an appealing and exciting atmosphere for mastering. This study examines the effect of distinct active learning approaches on the acquiring capabilities of BTech scholars, highlighting the impact they have on student participation proactive involvement and overall outcomes related to learning. The research provides a brief overview of active learning and provides an explanation of the subject regarding the impact active learning methodologies may have on the motivation and engagement of students in engineering education. Also emphasizes its core concepts as well as its ability to challenge the traditional paradigm of instruction, which is concentrated on lectures in educational institutions.Technology pupils through a thorough assessment of the available literature, empirical investigations, cross-sectional research of qualitative, and quantitative data and surveys. These approaches include peer instruction, concept mapping, inquiry-based learning, experiential learning, case-based learning, simulation-based learning, collaborative learning, problem-based learning, flipped classrooms and project-based learning. The findings illustrate how these active learning approaches profoundly impact B.Tech students. Greater participation of pupils, improved academic results, more substantial critical thinking abilities, and a more comprehensive understanding of science and technology concepts are the outcomes of adopting these approaches in the field of engineering education. Through the results of this research, we aim to illustrate how active learning approaches can enrich the lives of pupils along with how these can assist them excel in their careers. Additionally, we intend to highlight how these approaches can allow learners to improve their concepts and skills in a more appreciated manner. These teaching methods also foster a lifetime love of learning while preparing students for the expanding demands of the developing engineering industry. Keywords— Active learning methodologies, collaborative learning, problem-based learning.

Enhancing Student Engagement and Skills Development Through Activity-Based Learning: A Case Study of Classroom Transformation in the Digital Age

The 21st-century students more depend on technology tools and accessories because of online classes and drastic improvements in emerging technologies. To motivate students to attend the classes and learn the courses by activity-based approach. JIGSAW Pedagogy, flipped classroom, Project-Based learning and demonstration activity planned for the module teaching. The one-minute paper activity was conducted to take the reflections from the students. The goal of this research is to converting a traditional classroom into an activitybased classroom with the goals of motivating students to attend regularly and fostering the development of technical skills, communication, presentation, and teamwork. The research question Is student’s attendance increased after implementing activity based leaning? Is student’s skills improved? Module wise activity planned before starting of the semester. As per lesson plan time slot is given for each activity.85%. After the module reflection collected from the students to know is students understanding the topic clearly or not. The student’s reflection shows that majority of the students are able to give presentation on stage without any hesitation. After implementation of activity in the module student’s attendance increased but not able to achieve 90 % - 100%. The internal assessment conducted for the activity in Moodle tool the students’ performance is increased compared to pre-test. Students technical knowledge enhanced on materials and their applications. Keywords— Active learning methodologies, collaborative learning, project-based learning.

AI-Enhanced Personalized Learning Practices in Higher Engineering Institutes

The main task of engaging the students with an interesting classroom environment is challenging in nature. The better way of teaching the students with effective learning pedagogy seems to be more effective. In this technological era, every student requires some technological involvement in their day-to-day process. So, with a broadcasted mindset, an active learning pedagogy has been initialized in this manuscript which gives more and more active methods of learning especially for engineering students. This research mainly focuses on a widely available learning process that is more effective in context with an easy understanding of the concepts. The AI – Enhanced Personalized learning methodology has been utilized in this manuscript. A deep understanding of the concept lies in the visual representation of the concept. In context to this, the simulation-based active learning pedagogy has been implemented for the Electrical Engineering graduates of the third year. The pedagogy related cource outcome (CO) has been framed. The effectiveness of the implemented method has been evaluated with various feedback responses and their scores in the end-semester with and without AI methodology help to view the performance metrics of the implemented AI – based learning learning pedagogy. Surely, this method yields good results in the performance of every student. Keywords – Active learning methodology, Teaching pedagogy, AI-based learning methodology, Program Outcome, Renewable energy sources.

Social Info-inclusion and Educommunication: Active Learning Methodology in Higher Education

Social Info-inclusion and Educommunication: Active Learning Methodology in Higher Education

Exploring inhomogeneous surfaces: Ti-rich SrTiO3(110) reconstructions via active learning.

The investigation of inhomogeneous surfaces, where various local structures coexist, is crucial for understanding interfaces of technological interest, yet it presents significant challenges. Here, we study the atomic configurations of the (2 × m) Ti-rich surfaces at (110)-oriented SrTiO3 by bringing together scanning tunneling microscopy and transferable neural-network force fields combined with evolutionary exploration. We leverage an active learning methodology to iteratively extend the training data as needed for different configurations. Training on only small well-known reconstructions, we are able to extrapolate to the complicated and diverse overlayers encountered in different regions of the inhomogeneous SrTiO3(110)-(2 × m) surface. Our machine-learning-backed approach generates several new candidate structures, in good agreement with experiment and verified using density functional theory. The approach could be extended to other complex metal oxides featuring large coexisting surface reconstructions.

Implementation of Environmental Engineering Clinics: A Proposal for an Active Learning Methodology for Undergraduate Students

Quality education focused on quality, inclusion, and opportunity is one of the United Nations Sustainable Development Goals to reduce inequality in the knowledge of the people who are educated. In this sense, universities have a role in rethinking the teaching model, changing their strategies, and including new experiences based on active learning. This article makes a didactic methodological proposal for undergraduate and graduate students using learning experiences for solving regional environmental problems proposed by municipalities. This method considered creating an agreement, defining topics, preparing bases and study areas, analyzing problem solutions, and delivering products. The results showed the implementation of the environmental engineering clinics (ECCs) in five subjects of the curriculum, with the participation of sixty students, who solved problems from seven municipalities. The results showed a correct implementation of the active learning methodology, allowing for knowledge to be transferred in a real-life scenario, significantly facilitating student learning. The plan–do–check–act (PDCA) cycle provides a practical framework for learning while solving real-world challenges, empowering learners to personally engage with authentic and meaningful challenges within their communities. As was previously stated, this article presents a methodology that can be introduced in universities to improve the learning process through active learning and the link with real problems of the territories where they are located, which also allows for improving the connection with the environment, contributing significantly to the sustainability of the territories.

Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies

This study aims to investigate the effectiveness of active learning methodologies and technology tools in enhancing cognitive engagement among students in an online learning environment. Traditional teaching methods may not be sufficient to be replicated to engage students in online learning, which may lead to lower levels of cognitive engagement and reduced learning outcomes. Thus, it is essential to explore how technology tools and active learning strategy can be used to enhance cognitive engagement in online learning. This study involves the implementation of book-end method in active learning strategy and the adoption of technology tools such as Mentimeter, Padlet, Zoom or Microsoft Teams with breakout function and Canva in online classes. The theory of constructive alignment, how people learn (HPL) framework and scaffolding strategies are employed to ensure a seamless harmony between the provided activities and assessments. The students had to reflect their experience in this online learning classes and thematic analysis was conducted deductively using pre-determined themes based on cognitive engagement theory to analyse whether the students were cognitively engaged during the online lessons. The findings of this study indicate that book-end approach in active learning using higher order thinking skills activities and technology tools can significantly enhance cognitive engagement among students in online learning. The use of recaps infused with Mentimeter and breakout sessions powered by Zoom or MS Teams and Canva as the intermittent discussions tools, contribute to improved cognitive engagement. In conclusion, this study highlights the importance of using active learning methodologies and technology tools to enhance cognitive engagement in online learning. The findings suggest that educators should incorporate these tools and methodologies into their teaching practices to improve learning outcomes in online classes.

Responsible marketing and consumption: a teaching experience based on challenges and sustainability as cross-cutting themes

This study aims to determine whether marketing can be an effective tool to influence society towards responsible consumption while simultaneously contributing to social causes, and teaching higher education students the fundamentals of marketing through various practices implemented during the academic year. Focusing on the Writing Material Recycling Project at the University of Alicante (Spain), the research highlights how this project, initiated in 2014, has promoted sustainability and supported social causes through the recycling of disposable writing materials. The project employs active collaborative learning methodologies based on projects, challenges, action, and service. The results support that this approach has not only contributed to environmental and social causes but has also raised awareness among students about sustainability, helping them acquire skills such as critical thinking, teamwork, and creativity, among others, preparing them for future professional challenges. The study concludes that marketing and the Writing Material Recycling Project can play a crucial role in promoting sustainable consumption, supporting social causes, and educating students in the fundamentals of marketing, while promoting personal development and acquiring new skills among the student body.

Blending of collaborative and active learning instructional methods to improve academic performance and self-motivation of vocational students

This study delves into the integration of collaborative and active learning methodologies as a means to enhance both academic achievement and self-motivation among students in the realm of vocational education. Collaborative learning, with its emphasis on teamwork, problem-solving, and social responsibility, complements the active learning approach, which fosters autonomy, deep understanding, and critical thinking. Together, these strategies form a comprehensive framework that not only facilitates academic excellence but also cultivates the lifelong learning skills imperative for sustained career success. While the potential benefits of collaborative and active learning are evident, the study acknowledges the existence of practical challenges, including limited resources and resistance from educators. Addressing these challenges is paramount for the effective implementation of these pedagogical approaches. Overcoming such obstacles will empower vocational education to harness the transformative potential of collaboration and active learning, equipping students with the necessary skills and motivation to thrive in their chosen careers. By navigating these challenges successfully, educators and institutions can create an environment that prepares students not only for the demands of their immediate professions but also for the dynamic challenges of the evolving professional landscape.

Enhancing Semantic Segmentation through Reinforced Active Learning: Combating Dataset Imbalances and Bolstering Annotation Efficiency

This research addresses the challenges of training large semantic segmentation models for image analysis,focusing on expediting the annotation process and mitigating imbalanced datasets. In the context of imbalanceddatasets, biases related to age and gender in clinical contexts and skewed representation in natural images can affectmodel performance. Strategies to mitigate these biases are explored to enhance efficiency and accuracy in semanticsegmentation analysis. An in-depth exploration of various reinforced active learning methodologies for imagesegmentation is conducted, optimizing precision and efficiency across diverse domains. The proposed frameworkintegrates Dueling Deep Q-Networks (DQN), Prioritized Experience Replay, Noisy Networks, and EmphasizingRecent Experience. Extensive experimentation and evaluation of diverse datasets reveal both improvements andlimitations associated with various approaches in terms of overall accuracy and efficiency. This research contributesto the expansion of reinforced active learning methodologies for image segmentation, paving the way for moresophisticated and precise segmentation algorithms across diverse domains. The findings emphasize the need fora careful balance between exploration and exploitation strategies in reinforcement learning for effective imagesegmentation.

ENHANCING THE GRAMMAR PROFICIENCY OF INDONESIAN MIGRANT WORKERS IN MALAYSIA

In this community service, the problem at the English Academy Bengkulu Malaysia (EABM) was the low quality of grammar among Indonesian migrant workers. In addition, an asset developed to address the above problem was the individual asset in the form of instructors because instructors have a crucial role in improving the quality of grammar learning. This community service aimed to enhance the quality of grammar among Indonesian migrant workers by improving instructor competence. The method used in this community service was ABCD (Asset-Based Community-Driven Development) employing two stages, namely: first, asset mapping using community mapping, and second, asset selection using low hanging fruit scale. The results of this community service were: (1) the preparation stage which includes problem discovery, asset mapping, asset determination, and determination of community service programs. (2) the implementation stage which includes strengthening active learning methodologies for instructors and using songs as a learning medium. (3) the monitoring stage to assess the success of the program, with success indicated by improved grammar competence of participants during speaking sessions in the learning material preview.