Active Learning Tool Research Articles

Quizizz as Fun Multiplying Learning Media in English Lecturing Process

Indonesia has a great opportunity to use technological developments in the current 4th industrial revolution. The opportunity is based on the fact that from the total population of Indonesia, more than half of them are active internet users. The largest group of internet users in Indonesia is at the age of students, these groups of students are in the middle to college student level. To occupy the need for technology-based learning, it is necessary to modify and have some innovations to various learning tools in learning activities. This qualitative descriptive research will discuss the use of technology-based learning media with Quizizz as an application in English learning lecturing process. This study involved students of the 1st level of accounting study program who had passed English Class at the Universitas Islam Kadiri-Kediri (UNISKA). In general, the results of the study indicate that English lecturing process using the Quizizz is a fun and effective activity so that it is expected to continue to be used in further lecturing activities.

“Drawing” your Own Conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology

Sketchnoting is a design methodology that involves communicating concepts visually. This active learning tool has shown potential for influencing student learning but its applications have been limited. Adopting the principles of research related to the Scholarship of Teaching and Learning and employing Mayer’s cognitive theory of multimedia learning, our interdisciplinary team from industrial design, biology, and education incorporated this pedagogical tool in an undergraduate upper-level ecology course and assessed its effectiveness. We found that students’ perceptions of the value of using tools such as sketchnoting did not significantly change after being introduced to the tool, but over two-thirds of students found the tool valuable and would recommend it to other students. The percentages of students who used the tool never or seldom, remained similar over the semester, but a much higher percentage of students increased their use of sketchnoting. We found that there were differences in how students utilized sketchnoting for learning. Students reported the importance of using sketchnoting for communicating. Because drawings are critical ways to communicate science, teaching visual representation techniques such as sketchnoting can improve science students’ability to identify and solve problems; subsequently improving their long-term success. Additional research exploring why and how this approach could be integrated within college coursework and how it can support learning in science is needed. Framed as an example of SoTL work, our efforts also highlight the iterative nature of these projects and the importance for researchers and faculty members to embrace the multiple roles of teacher and learner.

Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.
 
 Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation

Mixed reality simulations for social-emotional learning

Although social-emotional learning is associated with long-term success in school and careers, it is often a missing link in U.S. public education. The COVID-19 pandemic has intensified the need for social-emotional supports for children. In this time of crisis, educators have also sought new ways to make connections and reimagined how students might actively learn with each other. Kristin Murphy, Amy Cook, & Lindsay Fallon discuss what they have learned about using mixed reality simulations to facilitate social-emotional learning with children and what makes this technology a promising active learning tool.

Learning by Gamification: An Effective Active Learning Tool in Engineering Education

One of the latest buzzwords in engineering education is �active learning� and �Outcome Based Education�. Active learning refers to the idea that students are actively engaged in the learning process, rather than passively absorbing content. The COVID-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online by using different online tools such as Microsoft Team, Zoom etc.This paper describes the application of one of the gamification tools known as �Kahoot� used for online teaching a course namely �Irrigation and Hydraulic Structures� which is the core course of B.Tech. Civil Engineering Program. This course is related to the storage, transmission and use of water for irrigation purposes. Previously, the course was used to be taught by conventional methods in which the students were found to be unable to visualize various hydraulic structures such as dam, canal, cross drainage work etc. that are used for irrigation purposes and hence the expected course outcomes could not be attained. In the COVID-19 pandemic situation the same course was taught by online mode with the help of Microsoft Teams platform. However, it was difficult to engage all the 76 students and assess their performance. Hence, use of one of the gamification tools namely �Kahoot� was done to assess and evaluate the performance of students. The entire class was divided into two groups namely �Control Group�, and �Experimental Group�. The �Control Group� was assessed using conventional teaching involving �question answer session�, while the �Experimental Group� was assessed by using the �Kahoot� tool of gamification. The results of the study shows that the performance of �Experimental Group� in the Unit Test Examination (i.e. average marks) improved by over 18% compared to the performance of �Control Group�. Thus, it can be concluded that use of �gamification� as an active learning tool helps in enhancing the students understanding and hence attaining the expected outcomes.

Assessment Methods and Competency Mapping in Pharmacy Education: Understanding of Components and Quality Parameters.

Centre of advanced pharmaceutical education have developed 15 subsets of competencies required to be competent pharmacist and able to provide optimum care. These competencies were further categorized; Level 1 intermediate, Level 2 efficient, and Level 3 professional. These competencies are cross-mapped to achieve desirable outcomes. Where personal and professional development skills incorporate knowledge, for being a holistic pharmacist. In healthcare education curriculums, active learning tools such as simulation-based patient cases and other innovative learning activities are used to teach clinical skills, patient assessments, and pharmacotherapy concepts. The advance team-based learning technique for the development of stepwise understanding of disease management (simple-complex cases) and students can communicate and collaborate for the critical thinking and decision-making process. Many studies showed the positive impact of the peer teaching on the students; enhanced their academic performance, increase the cognitive congruence, and allows the students to share their own learning struggles to come up with solutions to overcome these challenges. Pharmacy is a healthcare professional required intensive training and professional skills to provide optimum care to patients. The emerging clinical role of pharmacy focused on the patient-centered model, comprehensive assessment, and teaching methods are required to fulfill the professional competencies.

Simulating conflict resolution dynamics and fostering negotiation skills

El artículo analiza el uso de simulaciones como una herramienta de aprendizaje activo y explora su idoneidad en los estudios de Relaciones Internacionales (RR. II.), que involucran a diferentes poblaciones de estudiantes. Las experiencias de negociación anteriores se utilizan para describir Game of Peace, un modelo de negociación, desarrollado por el autor, para abarcar a los estudiantes en el papel de varias facciones involucradas en una guerra civil. Al evaluar los comentarios de los estudiantes, aquí se sostiene que las simulaciones son extremadamente funcionales para los cursos de RR. II., para mejorar las habilidades de aprendizaje, fomentar las habilidades y capacidades relacionales, y para llevar las teorías y conceptos a la vida real. El artículo consta de tres partes. En primer lugar, se evalúa la literatura más reciente sobre simulaciones para reflexionar sobre la idoneidad de las simulaciones; en segundo lugar, la experiencia del Game of Peace se presenta en sus principales pasos, roles y características de interacción. Por último, sus principales resultados se utilizan para evaluar su impacto pedagógico y prever más investigaciones.

Toward Outcome Based Education (OBE): An Impact of Active Learning Approach for 'Computer Organization' Course

In recent years, there is an incredible development in technology, which brought innovative changes in the educational sector. Active learning approaches are vital in teaching learning process such as content delivery, assessment, monitoring, etc. This paper discussed about active learning activities as simulation tool, buzz activity through animated video, and poster presentation. In addition to this, we checked students' performance and impact to gain knowledge by considering result analysis and course outcome attainment of two consecutive years for �computer organization� course. Individual students learning performance and learning interest increased due to implementation of different active learning tools during classes.

HUBUNGAN BIMBINGAN ORANG TUA DENGAN MOTIVASI BELAJAR WARGA BELAJAR PAKET B DI PKBM FARILLA ILMI

The success of students in learning activities is largely determined by how their motivation and learning achievements are, several factors that influence in accordance with the opinion), namely the availability of tools for learning as a supporting tool for learning activities, as a step to support the learning of the availability of educational tools, there is room for learning, family economics that support, in this study researchers will see how parental guidance on the influence of learning motivation. These research goals to explanationing about parent influence about B package education for supporting, researcher take a guidance and motivate 60% from 35 participant. parental guidance would be obtain to have a effetived impact Because the role of parents and guidance in the environment of a child is very influential, especially in children's learning. the family is an educational institution in a small size, the first and foremost education that is passed by the child, ank gets education from parents, every encouragement or attention will affect every learning development. But in a different scope and determines education in large measure namely the education of the nation, country and the world.

ДИСТАНЦІЙНЕ НАВЧАННЯ ЗАСОБАМИ МООС-ПЛАТФОРМ

Дистанційна освіта в умовах пандемії постала викликом для освіти, яка виявилася не готовою до масового упровадження онлайн-платформ у системі звичного (формального) навчання. Проте МООС платформи за останні десять років вже встигли стати активним засобом навчання у багатьох країнах світу.
 МООС-платформи ‒ це глобальне інноваційне освітнє середовище. Світовий ринок освітніх послуг пропонує п'ять основних провайдерів МООС: Coursera, edX, Udacity, Khan Academy, Codecademy. Прикладом успішних практик онлайн-освіти в Україні можуть слугувати Онлайн платформа неформальної освіти, платформа масових відкритих онлайн-курсів Prometheus, студія онлайн-освіти «Educational Era».
 Огляд пропонованих програм, змістової наповненості, доступності та варіативності МООС-платформ підтверджує їх ефективність при організації дистанційного навчання. Резерви глобального інноваційного освітнього середовища МООС-платформ створюють можливості закладам освіти переглянути свої можливості та визначити перспективи їх використання.

Effectiveness of Google Classroom as a Tool For Teaching and Learning

The pandemicity of COVID - 19 and lockdown made Tamilnadu Nurses and Midwives Council to implement the teaching learning process through google classroom which is a newer technology. The researcher decided to find out the effectiveness of google classroom among nursing students through a descriptive study. Second year and final year students at the Salvation Army Catherine Booth College of Nursing, Nagercoil were included for the study. The results proved that majority of the students were satisfied with the Google Classroom tool that was introduced in the class where all ratios are above average. In particular, comparative performance is good in the areas of signing on to google classroom, feedback provided by the lecturer is useful, comfortable conversing through this medium for this activity communication and interaction, lecturer clearly communicates important due dates/time frames for learning activities and this can be recommended as a method of learning to be applied to other appropriate subjects. Thus it was proved that it is very effective as an active teaching and learning tool. Students’ satisfaction is the key for success. Thus teaching and learning process can be made possible at all situations through the adoption of new and better technologies.

THE CHARACTERISTICS OF PROPOSE ARABIC LANGUAGE MODULE FOR THE PURPOSE OF TOURISM: A CASE STUDY ON TOURISTS’ MOSQUE IN KUALA LUMPUR.

This study examined the characteristics of propose Arabic Language module for the purpose of tourism at several tourists’ mosque in Kuala Lumpur including Masjid Negara, Masjid Jamek, Masjid Sultan Salahuddin Abd Aziz Shah and Masjid Sultan Haji Ahmad Shah Mosque, IIUM. Descriptive study is used to briefly describe the Arabic Language for Specific Purposes and analyze the characteristics of propose module as the main tool in learning activities. A set of questionnaires was distributed to 47 workers in these four mosque. The descriptive quantitative analysis was used to analyze the data by using SPSS. In general, the finding provides evidences the importance of need analysis so that the propose Arabic Language module will provide more effective and specific topics for the workers.

Pedagogical regression through service-learning develops the holistic medical graduate by redefining reciprocity

Pedagogical regression through Service-learning uses dialogue and deliberation as active learning tools. Reciprocity is a consequence rooted in this engagement with diverse communities. The aim of the study was to analyse how reciprocity manifests during service-learning. Data collected from students, Grade 12 learners, radiography facilitators, and conference delegates were analysed. Students indicated that service-learning enhanced their learning through self-discovery and group interactions, but nothing academic was learned from the learners. They experienced personal growth and increased levels of social responsiveness. Grade 12 learners reported no educational exchange with the students. Radiography facilitators agreed that service-learning cultivates reciprocity through application of knowledge and elevates personal growth and social responsiveness in students. Conference delegates said that service-learning enhances the curriculum and cultivates social responsiveness in students. Reciprocity in service-learning is polygonal and needs to be redefined in terms of its equal mutualistic nature, of all communities benefitting from a broadly defined exchange.

(Inter)Active Learning Tools and Pedagogical Strategies in Educational Leadership Preparation

This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.

Beyond descriptions and good practices: empirical effects on students’ learning outcomes of active learning environments in political science curricula

The introduction of the symposium sets out a possible research agenda on producing systematic empirical evidence of the effect of active learning tools to the discipline of political science, inspired by and drawing from educational research. It discusses the core research questions of such an agenda. Do active learning environments enhance political science students’ learning outcomes? Does the introduction of active learning in political science curricula make a difference for cognitive, affective, and/or regulative learning outcomes? In addition, it draws attention upon which conditions make active learning tools more or less effective? What are the inhibiting and stimulating factors? Are there differential effects according to specific student attributes such as gender, prior knowledge, prior education, or prior results? In short, it discusses the dependent variables (effects on what learning outcomes exactly), the independent variables (such as student dispositions), the intervening variable (types of active learning environments), methods and data, and the teaching context (such as level of education and intra- and extra-curricular contexts). Finally, we introduce the papers of the symposium, which are illustrations of how this agenda can be implemented in the field, covering a variety of effects, learning environments, methods, data, and contexts.

Comparing case-based and lecture-based learning strategies for orthodontic case diagnosis: A randomized controlled trial.

Case-based learning (CBL), in contrast to traditional lecture-based learning (LBL), is an andragogical method carrying an earnest teaching approach that uses demonstration of clinical cases as an active learning tool. To compare the effectiveness of knowledge delivery and student satisfaction between CBL and LBL strategies to diagnose orthodontic cases. A single-blinded randomized controlled trial was performed. The sample of dental undergraduate students was randomly divided into 2 groups. Average GPA among the groups was compared to establish the baseline measure. Visual slides of 6 orthodontic diagnostic cases were presented to the students after implementing the teaching strategies, and a rubrics-based assessment method was adopted to assess the effectiveness in diagnosis. A questionnaire was distributed to compare the level of satisfaction between the groups exposed to CBL and LBL. A t-test was performed to assess the difference in effectiveness, while Cochran-Armitage trend analysis was performed to analyze the difference in the level of satisfaction between LBL and CBL experiences. We detected no significant (P=0.11) relation of gender with effective orthodontic diagnosis. The orthodontic diagnostic ability of students for the 6 cases was significantly different (P<0.05) in the CBL and LBL groups. The satisfaction score obtained for the CBL group was higher than for the LBL group (P<0.05). The current study provides evidence that CBL is an effective and acceptable teaching strategy in comparison to traditional LBL among undergraduate dental students embarking on an orthodontic diagnostic course.

MP24: Contagion: An innovative approach to learning the Orange Book and Choosing Wisely Canada guidelines around antimicrobial treatment

Innovation Concept: The Orange Book (OB) identifies drugs approved on the basis of safety and effectiveness by the FDA and serves as the gold standard reference for correct pharmacological therapies. It ties in closely with Choosing Wisely Canada (CWC) modelling good stewardship in antimicrobial prescriptions. The book focuses on passive didactic learning instead of active learning, which was shown to have a greater influence on prescribing behaviour. Educational video games, a form of active learning, have been shown to improve clinical skills in medical training. Contagion is a role-playing video game providing an active way of teaching antimicrobial components of the OB and CWC guidelines. Method: Phase I of Contagion was qualitatively tested on students and physicians at McMaster University for teaching effectiveness, applicability to real-life scenarios, and enjoyability. Post-game play 12 participants scored different aspects of the game on a Likert scale. Curriculum, Tool, or Material: The player is a rural physician treating infections in various communities. Each round, the player is given a crate of antibiotics. As communities are infected, the player is provided with clinical symptoms the patients present with. The player must identify the pathology and then correctly treat the communities. The player can treat empirically or order tests to identify the infectious organism. The player strategically navigates which communities to treat as there are limited actions per turn and the player must prevent communities from dying or infecting neighboring regions. Communities tend to build antibiotic resistance over time making first-line treatments unviable, thus careful strategizing and stewardship is essential. Active learning will occur when players are tasked with finding the correct answer to different presentations. After each turn, players will learn about the infecting organism, its phenotypes, and common infectious symptoms. This is considered passive learning. Conclusion: Contagion was well-received by physicians and medical students as an active learning tool to teach the OB and CWC guidelines. On preliminary user testing Contagion scored 5 in effectiveness in teaching treatments and 4.6 in teaching stewardship. An objective of this project is to perform large scale testing across schools to demonstrate the effectiveness of the learning components of the game. We hope to eventually create a tool that can be incorporated in continuing medical education for physicians.

H5P as an active learning tool builds content-based critical thinking skills in Biological Sciences and student confidence in problem-based learning

Abstract Recent studies have demonstrated that active learning or learning by doing has a more significant positive impact on learning outcomes than reading or watching videos. However the availability of free and open source tools for creating these active learning exercises has been limited by the requirement of computer programing skills. With the development of H5P technology, an open source, on-line tool (www.h5p.org), faculty and even undergraduate students can create interactive exercises that facilitate the learning process and promote formative learning. H5P is a plugin for existing publishing systems that enables the system to create interactive formative assessments, such as multiple-choice quizzes that provide feedback in real-time on responses. Using this technology I created an active learning exercise that was implemented in an undergraduate General Biology I course for Biology majors at Medgar Evers College, CUNY, in Fall 2019. In this exercise students designed interactive multiple choice questions at both low and high levels of Modified Bloom’s Taxonomy. Based on surveys of their subjective impressions, a majority (73%) of the students reported that their confidence increased in explaining course-content (n=44). Content knowledge was also assessed before and after implementing this exercise This exercise was also implemented in an undergraduate Immunology course (n=11) on the topic of the regulation of V(D)J recombination. Here, I present how to introduce and implement this exercise among undergraduate students who are Biology Majors. The outcomes from this work suggest that this platform is an effective and versatile tool for building student confidence in explaining scientific content in the biological sciences.

Hot Spot-type Questions offered via ExamSoft to learn Immunology

Abstract There are many ways to promote meaningful student learning of Immunology. Hot Spot question format is a new type of active learning tool. It indicates that having planned repetition over an extended period of time leads to better retention by including images with text during instruction. This leads to long-term retention and improved student outcomes. In Hot Spot, users indicate the answer by clicking a specific area of an image. First year pharmacy students participated in a 3-hour long Immunology workshop. The students reviewed a video and handout explaining Hot Spot before coming to the workshop. Hot Spot questions containing basic Immunology were prepared for the workshop. A class of sixty two students were given ExamSoft online platform to take a pre-workshop quiz. The students were split into small learning groups and were given half an hour to discuss the pre-workshop content of basic Immunology. After half an hour, the students were randomly asked to pick up a partner to take ExamSoft quiz assessment again in pairs. The difference between pre- and post-workshop was that the students were paired in post-workshop quiz and were allowed to discuss concepts of Immunology with their partners. This pairing exercise and use of Hot Spot type assessment enhanced learning of basic concepts of Immunology and was evident from post-workshop quiz grades. The students not only did better on assessment grades but the post-workshop student feed back surveys also greatly commended this type of learning method. Therefore, we recommend learning basic Immunology through workshops, pairing of students and use of Hot Spot assessments. We also advocate teaching all basic pharmaceutical sciences via interactive educational tools for enhancing student learning.

Enhancement of Learning Outcomes by Using Active Learning Technique for Engineering Graphics Course

This paper presents the implementation of Project Based Learning for diploma First year Mechanical Engineering students for Engineering Graphics course. Engineering Graphics course is an important basic communication tool of engineers. The concepts of graphical language are used in expressing the ideas, conveying the instructions, which are used in carrying out the jobs on the sites, shop floor. It is expected that the students should develop the idea of visualizing the actual object or part on the basis of drawings and blue prints. Traditional learning styles in classroom education are questionable and lacking in providing the necessary tools needed by the students to meet ever growing demands of industries. This paper aims to demonstrate improved student learning outcomes and increased student participation using active learning tools. The performance of the students of two consecutive batches is compared where for one batch this technique is not used and for other the technique is implemented. This consideration concludes that project-based learning is the best way to fulfil industry needs and it will facilitate students to innovatively and creatively transfer their knowledge to the real world situation.