Principles Of Active Learning Research Articles

Digital whiteboards: engaging with active learning

Abstract Student boredom presents a significant challenge for educators, particularly in light of today’s rapid technological advancements, where maintaining engagement can be challenging. Although many teachers have adapted their strategies to foster more active involvement, some continue to struggle with integrating innovative educational approaches. Feedback from students often reports that lessons are perceived as uninteresting and not engaging. To address this issue, this article proposes a potential solution by advocating the use of digital whiteboards combined with active learning principles to promote a more dynamic and interactive social learning climate which boosts learner engagement.

Accelerated development of multi-component alloys in discrete design space using Bayesian multi-objective optimisation

Abstract Bayesian optimisation (BO) protocols grounded in active learning (AL) principles have gained significant recognition for their ability to efficiently optimize black-box objective functions. This capability is critical for advancing autonomous and high-throughput materials design and discovery processes. However, the application of these protocols in materials science, particularly in the design of novel alloys with multiple targeted properties, remains constrained by computational complexity and the absence of reliable and robust acquisition functions for multiobjective optimisation. Recent advancements have demonstrated that expected hypervolume-based geometrical acquisition functions outperform other multiobjective optimisation algorithms, such as Thompson Sampling Efficient Multiobjective optimisation and pareto efficient global optimisation (parEGO), in both performance and speed. This study evaluates several leading multiobjective BO acquisition functions–namely, parallel expected hypervolume improvement (qEHVI), noisy qEHVI, parallel parEGO, and parallel noisy parEGO (qNparEGO)–in optimizing the physical properties of multi-component alloys. Our findings highlight the superior performance of the qEHVI acquisition function in identifying the optimal Pareto front across 1-, 2-, and 3-objective aluminum alloy optimisation problems, all within a constrained evaluation budget and reasonable computational cost. Furthermore, we explore the impact of various surrogate model optimisation methods from both computational cost and efficiency perspectives. Finally, we demonstrate the effectiveness of a pool-based AL protocol in expediting the discovery process by executing multiple computational and experimental campaigns in each iteration. This approach is particularly advantageous for deployment in massively parallel high-throughput synthesis facilities and advanced computing architectures.

Health literacy enhancement through food guide and hygiene education: a study among Taiwanese students.

The World Health Organization defined health as 'a condition of full physical, mental and social well-being'. Nutrition and food safety are intertwined and two of the most influential determinants of human health. This study primarily aimed to design and implement a specialized curriculum focused on food hygiene, and Taiwan's daily food guide to enhance health literacy among junior high students in Taiwan. A student-centered approach, based on active learning and constructivist principles, was used to engage students in interactive discussions and hands-on activities related to dietary guidelines and food hygiene. Four classrooms, with a total of 92 students, participated in this study. The students were randomized into a control group (n = 46) and an experimental group (n = 46). The average age ranged from 13 to 15 years. An illustrated questionnaire underwent pilot testing and expert review, followed by pre- and post-intervention assessments to measure knowledge improvements. The results showed a significant connection between the Taiwan daily food guide and health literacy. Although food hygiene education played a lesser role, the intervention improved students' health literacy, supporting positive health outcomes. In addition, recognizing the lack of suitable assessment tools in this field, we developed a reliable and valid illustrated questionnaire to measure the effectiveness of the intervention and track changes in students' knowledge. The questionnaire demonstrated high internal consistency (Cronbach's alpha of 0.883) and strong inter-rater reliability (intraclass correlation factor above 0.7), confirming its effectiveness as a tool for educational research.

КОМПЕТЕНТНІСНИЙ ПІДХІД У ПІДГОТОВЦІ ОФІЦЕРСЬКИХ КАДРІВ СИЛ СЕКТОРУ БЕЗПЕКИ І ОБОРОНИ УКРАЇНИ: ПРИНЦИПИ ТА ОСОБЛИВОСТІ ЗАСТОСУВАННЯ

In this article, it has been found that the research and implementation of the competency-based approach is important to ensure that the education system meets the modern requirements of society and the labor market, and military education meets the specific requirements for training military personnel who must be prepared to perform complex tasks in high-risk conditions.The competency-based approach is an educational approach that aims at developing not only knowledge, but also skills, abilities, values and personal qualities necessary for effective implementation of professional and life tasks in different situations.The competency-based approach differs from traditional approaches in education. It focuses on the development of key competencies, including critical thinking, communication skills, teamwork, problem-solving, and professional competencies, including those specific to officer training.The main principles of the competency-based approach used in the training of officers include the principle of focusing on learning outcomes, integration of theoretical knowledge and practical skills, the principle of modularity and flexibility of curricula, the principles of active and contextual learning, and others.The application of the competency-based approach under martial law has its own peculiarities aimed at ensuring maximum efficiency of officer training. These features are due to the need for rapid adaptation to changes in the combat situation, real threats, and to ensure commanders’ readiness to act in extreme conditions.The application of a competency-based approach in tactical leadership courses in military education in Ukraine under martial law is aimed at the effective preparation of commanders to lead units in complex, changing and extreme conditions, including the development of both practical skills and moral and ethical qualities, the ability to make quick decisions and adapt to new challenges.

Engagement of stakeholders in action-oriented education for sustainability: a study of motivations and benefits and development of a process model

ABSTRACT Purpose Engagement of non-academic stakeholders is an important element of education for sustainability, but is rarely mentioned in contemporary agricultural education literature. This article investigates the process of engagement of non-academic stakeholders into higher education programs on agriculture. Non-academic stakeholders refer to private firms that are focused on the acquisition of knowledge with the objective of achieving a competitive advantage. Design/methodology/approach Eleven cases of agricultural education at the undergraduate (Bachelor’s degree) and graduate (Master’s degree) levels in three different countries (Italy, Greece, Norway) were analysed through interviews with teachers and stakeholders and in-situ observations. Findings Qualitative analysis revealed three categories of motivation (inspiration, marketing, sharing experience), two benefits (energy, problem-solving) and four combined categories (exchange, new knowledge, new workers, practical contribution). A conceptual model, developed in the study, provides guidelines for the engagement process, enabling more collaborative education approaches in agriculture and food. Practical implications The proposed model provides educational institutions with a tool for assessing stakeholder engagement process in new/existing education initiatives, enabling transformation of education from narrow individual disciplines to integration of knowledge sources and a variety of learning arenas in education. Theoretical implications Within the framework of university-industry collaboration in combination with action-oriented education for sustainability, findings provide unique insights into the engagement of stakeholders in education. Originality/value This study contributes to knowledge by applying principles of action learning and focusing on the education side of engagement. The results demonstrated that engagement in action-oriented collaborative education offers several benefits to non-academic stakeholders. This was found to have real effects on farm businesses, manifested as changes in production processes and discovery of new marketing opportunities.

The Status of Teaching with Digital Devices: The Case of Pre-Service Performing Arts Teachers of St. Ambrose College of Education in Ghana

This study examines how teaching and learning of Performing Arts incorporate digital devices in lesson preparation, lesson delivery, and reflection at the pre-tertiary level. Using a case study, the research examines how Performing Arts pre-service teachers of St. Ambrose College of Education who are on attachment (teaching practice) use technology to support and enhance teaching and learning. Respondents sampled from the population were observed while they taught in the classroom and interviewed. Findings indicate that the use and choice of digital devices is dependent on action learning and adult learning principles and incorporating digital devices in instruction enhances teaching. However, both conclusions are dependent on the accessibility and availability of digital devices to both teachers and learners. Consequently, the lack of access to and availability of digital devices negatively impacts the use of digital devices and vice versa. This study recommends that teachers are exposed to practical application of Information and Communication Technology (ICT) during their time at the College of Education and that stakeholders ensure that teachers and learners have access to digital devices.

An Active Learning Approach to Evaluate Networking Basics

Active learning is a paradigm where students take a more active role in their learning process. In this paper, two team-based evaluation activities are established for students according to the principles of active learning in order to assess their knowledge, skills and attitudes. These activities were based on scenarios related to network administration issues, and at a later stage, each team had to make a pitch presentation about what they did and how they did it to address them. Each presentation was rated by all students with a specific construct on a peer review basis, which had previously been validated by a panel of experts. The results obtained revealed quite high values with low variability and an acceptable reliability. Additionally, the level of motivation was also assessed, indicating a high level of motivation while undertaking the activities.

The effectiveness of a learning-learning program based on intelligent learning in obtaining geographical knowledge The school is the eighth grade

The main purpose of this research is to know "the effect of a learning-learning program on the basics of active learning on the principle of active learning by obtaining geographical subjects Eighth-grade students " the method used in the type of experience method used the research needs that find themselves in the two programs between a program special to teachers, two of them A program for students, which includes many general concepts such as scientific subjects, teaching plans, objectives, weapons, teaching strategies, educational environments. Also, the research tool which is preparing to test by obtaining the geographical subject slugs that will be opened in 51 questions prepared and based on (51) behavioral goals Which is prepared in a way that especially the command of each one is (the definition of the hand, the distinction of the hand, the implementation of the knife)

On the Modelling Possibilities of Integrated Circuits Behavior Using Active Learning Principles

There are many situations in applications like circuit design, optimization or verification where the simulation time and licensing costs of simulator can become very prohibitive. Therefore, developing metamodels that would mimic circuit behavior for these applications might be highly desired since they can be used at least as a fast preliminary design tool by the engineers to speed up the development process. Efficient sampling strategies can be further employed for further reducing the simulation related costs for designing such metamodels. In this paper we propose two Active Learning sampling schemes that can be used to minimize the number of samples needed for creating reliable metamodels. We validate and compare the approaches with classical fixed sampling schemes on a set of synthetic functions, a simulated circuit and a power device.

The degree to which classroom teachers apply the principles of active learning from their perspective in Ma'an Governorate

The degree to which classroom teachers apply the principles of active learning from their perspective in Ma'an Governorate

Examining the Critical Impact of Knowledge Management Practices on Organisational Innovation and Creativity in China's Shanxi Province: An Extensive Mediation-Moderation Study

This systematic literature review explores the effectiveness of knowledge management practices (KMPs) in shaping organizational creativity and innovation among small and medium-sized enterprises (SMEs) in the Shanxi Province of China. The study investigates the relationships between KMPs (knowledge creation, sharing, application, and acquisition), organizational learning, organizational creativity, encouraging and supportive leadership, and innovation performance. By analyzing 65 relevant studies, the review examines the characteristics and contributions of KMPs across cognitive, affective, psychomotor, social, and metacognitive domains. The findings highlight the unique features and contributions of KMPs in enhancing various aspects of organizational learning and creativity, which in turn influence innovation performance. The review identifies KMPs as a standout approach due to their integrated nature, seamlessly incorporating active learning principles into SMEs' operations, making them a holistic and effective method for comprehensively addressing innovation challenges. The study also explores the mediating roles of organizational learning and creativity in the relationship between KMPs and innovation performance, as well as the moderating effect of encouraging and supportive leadership on the relationship between organizational creativity and innovation performance. The manuscript concludes with suggestions for optimizing KMP implementation based on insights drawn from the challenges and inadequacies identified across different practices.

Impact of using active learning principles on perception of medical students toward e-learning environment

Introduction: The COVID-19 pandemic has necessitated a transition from face-to-face to e-learning, which caught many medical educators unaware. However, it is imperative to develop skills as an e-educator through the application of active learning (AL) principles based on Bloom’s taxonomy. This study highlights the effect of using AL principles on the perception of students toward an e-learning environment using Dundee ready education environment measure (DREEM) questionnaire. The aims of this study were as follows: (1) to introduce the AL principles during online teaching learning sessions. (2) To assess the feedback on the module among the students. (3) To evaluate the change of perception of students toward the e-learning environment through the DREEM questionnaire. Materials and Methods: An educational interventional study was carried out among (76) undergraduate students of a medical institution in coastal Andhra Pradesh. Perception toward the e-learning environment was collected through the DREEM questionnaire online before and after the intervention (application of AL principles as per the Bloom’s taxonomy during online T/L sessions). Statistical analysis: The data thus collected were analyzed using IBM SPSS version 20 statistical software, descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data. Results: The Global DREEM score was 122 which was 62 before the intervention. Similarly, 68% reported positive perception which was only 37% initially. Students’ social self-perception scored lowest initially, but scores were improved to 2nd highest after the intervention. For a few items such as teacher-centered, nonstimulating teaching, not being able to memorize, lack of motivating environment, feedback, feeling lonely, bored, and not having a good support system, the individual scores were negative, i.e., <2 which became positive, i.e., >3.5 after. Conclusion: There was a significant change perceived by the students toward the e-learning environment with increased DREEM scores. Thus, this study concludes use of AL principles in online platforms is effective in improving students’ perception of the e-learning environment. The following core competencies are addressed in this article: Practice-based learning and improvement, Medical knowledge, Interpersonal and communication skills.

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

Developing skills of action learning facilitators

ABSTRACT This Account of Practice concerns a short training programme for action learning facilitators, which celebrates its 10th anniversary this year. The programme is run on action learning principles and it involves participants working as an action learning set, taking turns to act as facilitators, set members, and issue holders, and reflecting on the processes they experience and the learning they are gaining. They are supported by two experienced action learning facilitators. The paper explains how these learning processes are structured and enabled, and also shares examples of the models that are used to help participants understand how best to learn through engaging in new experiences and to support the development of the fundamental facilitation skills of listening and asking questions.

Successful scaling of action learning principles through self-facilitated peer coaching groups

ABSTRACT This account of practice describes an online program started in 2022, which helps leaders at BNP Paribas to be more effective problem solvers and inclusive leaders by developing stronger questioning and listening skills. The goals of this program were aligned with action learning and could have been achieved with standard, coach-led action learning groups, however there was a desire at the bank to scale this program to support up to 80 participants at a time at a reasonable budget. Therefore, at Be Leadership we set out to design a program that met our learning outcomes in a scalable, cost-effective way. This account concludes that with the right set up and ongoing support, self-facilitated peer coaching groups can consistently reach the same rich learnings and positive outcomes as those using standard coach-led action learning. Across three cohorts and 47 peer coaching groups, 96 percent of participants said they were satisfied with the program and 92 percent said insights from this program would be useful in their career development. When asked if they would recommend this course to their peers, the experience received a Net Promoter Score (NPS) of 8.53 on a scale of 1–10.

Action learning: from strict sessions to other applications

ABSTRACT The article discusses the author’s transformative journey, who transitioned from a traditional trainer to a passionate action learning coach through a series of personal and professional experiences. On top of that, the knowledge and experiences gained from action learning marked a pivotal moment, leading to a profound shift in the approach to coaching and people development. The article details three distinct cases in which the author applied action learning principles effectively: 1. Cultivating Core Values for a Public Hospital in Thailand, 2. Building a Team with Action Learning, and 3. Driving and Actualizing Results of a Leadership Development Program. Throughout these cases, the presence of a trained and certified action learning coach was highlighted as a critical factor. The coach’s expertise in asking thought-provoking questions, encouraging learning from actions, and fostering a safe and effective learning environment played an essential role in the success of each initiative. The author concludes with key learnings, emphasizing the adaptability of action learning beyond traditional sessions, the importance of simplicity in its application, and the transformative power of skilled action learning coaches in driving meaningful change and development.

Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE

ABSTRACTThis study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the principles of content focus, active learning, and duration of training, the model aimed to promote the capability of teachers to meet the needs of all students in their regular classrooms, including ‘students of determination’ (students experiencing special needs). A convergent parallel mixed method research paradigm evaluated the impact of this evidence-based initiative. Analysis suggested that the model verified the criteria upon which it was predicated, and demonstrated its utility in effecting authentic, positive change with regard to teacher learning and encouraging inclusive teaching, evidencing its value as a generalisable model of teacher PD within the UAE. Key contributions to the model’s effectiveness are discussed along with the model’s potential to promote sustained change, and relevant implications.

Evaluating an Inquiry-Based Learning Program.

Background Inquiry-based learning (IBL) is a promising educational framework that is understudied in graduate medical education. Objective To determine participant satisfaction, and engagement with phases of an IBL postgraduate education program. Methods A mixed methods study collected data via survey statements and open-ended responses. The authors included participants attending an Intensive Care Medicine (ICM) IBL program from May to November, 2020. Quantitative outcomes included participants' satisfaction with the IBL format and impact of engagement with IBL on the learning experience. Qualitative outcomes explored determinants of engagement with IBL phases and the impact on the learning experience. Results Of 378 attendees, 167 submitted survey responses (44.2%). There was strong agreement relating to overall satisfaction (93.4%). Responses indicated engagement with 'orientation' (94.6%), 'conceptualization' (97.3%), 'discussion' (91.1%) and 'conclusion' (91.0%), but limited engagement with the 'investigation' phase (48.1%). Greater engagement with IBL phases had positive impacts, with repeat attenders having clearer learning objectives (79.1% vs 56.6%, [p<0.05]) and enhanced learning through collaborative discussion (65.9% vs 48.7%, [p<0.05]). Qualitative analysis showed that ICM learners value active learning principles, clear objectives and a safe environment to expand their "knowledge base". Sessions facilitated "clinically relevant learning", with application of theoretical knowledge. Learners transformed and "reframed their understanding" using the input of others' experiences. Conclusions ICM learners were highly satisfied with the IBL format and reported valuable learning. Participants engaged strongly with all IBL phases except the investigation phase during the sessions. IBL facilitated learners' active construction of meaning, facilitating a constructivist approach to learning.

COVID-19: An opportunity to engage African Americans and women in research on cardiovascular disease

IntroductionAfrican Americans (AA) have been disproportionately affected with the COVID-19 disease experiencing 30%-60% of the deaths, while only making up 13% of the US population. Early data suggest that pregnant women and those with cardiovascular disease (CVD) may experience worse outcomes with severe coronavirus infection. There is an urgent need to incorporate AA and female perspectives into the design of research on the CVD complications related to COVID-19. ObjectivesThe goal of this project was to incorporate perspectives of AA and female patients in developing research priorities and AN agenda related to COVID-19. Objectives included: (a) develop a strong, research-ready partnership capable of executing PCOR, (b) creation of a research agenda and a set of priorities on racial/sex-specific CVD disparities in COVID-19 which reflects the perspectives of AA's and women; (c) long-term objective is creation of a set of research questions suitable for clinical research using the AHA Registry. MethodsThe project used principles of active and adult learning within the framework of capacity building to build a strong, patient-centered vision of research needs. Different methods of obtaining patient input were used to identify questions suitable for research using the America Heart Association COVID-19 CVD Quality Improvement Registry: focus groups and town halls to identify concerns and interests vis-à-vis CVD and COVID research; narrative medicine methods collected compelling real-life, COVID-19 health stories; a research advisory council reviewed and prioritized research questions. ResultsOutcomes include a replicable method of obtaining patient-oriented input into the creation of a research agenda and a set of research priorities for COVID-19. Outputs include the establishment of a research advisory council and stakeholder training using the PCORI funded, PORTAL program resources; a catalogue of patient generated narratives on COVID-19 experiences in the voice of AAs and women, and a set of research questions suitable for research using the AHA Registry. ConclusionThe project created a research ready stakeholder network, ready to develop a research agenda about COVID-19.

Emergency Medicine Obstetrics and Gynecology: A Case-Based Curriculum for Residents.

Millions of patients present to US emergency departments every year with OB/GYN concerns. Emergency medicine trainees must be adequately prepared to care for this population, regardless of how commonly they appear in the training environment. We used active learning and gamification principles in this curriculum to increase learner engagement and participation in the material. We chose OB/GYN topics based on review of Tintinalli's OB/GYN content and the American Board of Emergency Medicine's Model of Clinical Practice. Each session comprised a case-based lecture and review questions using the game-based Kahoot! online software. Pre- and postcurriculum surveys assessed residents' confidence in caring for emergent OB/GYN pathologies on a 5-point Likert scale. We designed survey questions assessing the first level of Kirkpatrick's levels of training evaluation; these questions were reviewed and revised by the department's Medical Education Scholarship Committee for validity. A mean of 18 residents attended each session. Seventy-six percent of residents (26 of 34) completed the precurriculum survey, 67% (23 of 34) completed the postcurriculum survey, and 44% (15 of 34) completed both. For all respondents, mean reported confidence with curriculum topics increased from 3.5 to 4.0 (p < .05). For residents completing both surveys, confidence increased from 3.4 to 4.0 (p < .01). Application of this curriculum significantly improved learner confidence in targeted OB/GYN topics. Future directions could include evaluating curricular impact at higher levels in the Kirkpatrick model, extending sessions to include more time for interaction, and adding suggested readings.