Active Teaching Methods Research Articles

Metode dan Strategi Pembelajaran dalam Pendidikan Islam

This article aims to find out the learning methods and strategies in Islamic Education. This study uses a literature review approach. Literature reviews focus on the analysis and synthesis of relevant academic sources, such as journal articles, books, and conference proceedings, to gather comprehensive insights into effective teaching and learning practices in the context of Islamic education. The selection of literature is guided by certain inclusion criteria, prioritizing scholarly works published in the last decade and that directly address the methodology of education in Islamic teachings. Data analysis is carried out by a systematic process in identifying, categorizing, and comparing various strategies and methods used in the Islamic educational environment. The results of the analysis show that methods and strategies are a way taken to achieve a goal. An active and creative teaching method or learning method is a way used by a teacher in delivering material or related to Islamic learning to students or students by using various active and creative ways so that the goals of an education, especially in delivering learning material, can be achieved effectively and efficiently.

Formation model of sound engineers’ communicative competence

The paper considers the concept of communicative competence of a sound engineer. The importance of communications in the professional activity of a sound engineer is revealed. Theoretical and methodological approaches to the concept of communicative competence are analyzed. The role of the personality-oriented approach in the formation of communicative competence is determined. The paper proposes a model for the formation of communicative competence of future sound engineers on the basis of the personality-oriented approach. The model consists of 4 blocks: aim, methodology, content and evaluation of the results. The blocks clearly distribute the methodological and methodical aspects of achieving the set goal. The components of communicative competence of sound engineers are presented, in accordance with them, teaching methods are selected within the framework of the personality-oriented methodology. At the same time, due to the expansion of subjective experience, the use of self-analysis and empathy, the development of student personality is additionally stimulated. Using the program, the teacher can implement the proposed methods or adapt their own professional and communicative experience within the framework of the formation of a specific component of communicative competence of sound engineers. This makes it possible to approach the improvement of communication skills of students with different levels of communicative competence more flexibly. The principles of implementing the model in the learning process are outlined. The structure of the course «Professional Communications of sound engineers» is compiled. The methods aimed at obtaining and consolidating the basic theoretical information necessary for understanding the work of communication processes in the work of a sound engineer are described. The paper consistently reveals the methodology of forming the functional components of communicative competence by applying personality-oriented teaching methods. The research also analyzes the use of active and interactive teaching methods in the context of personality-oriented methodology. The most important condition for implementing the model for forming the communicative competence of sound engineers is considered: training of teachers to apply the personality-oriented approach.

A comparison of firefighter mental health education programs: A descriptive thematic analysis of firefighter experiences

BackgroundIn response to the inherent critical incident exposures experienced by firefighters, various mental health education programs have been developed. The purpose of this study was to explore the perceptions of firefighters who took such programs to understand differences/similarities across these programs. MethodsWe recruited 14 participants, who had taken or delivered two or more programs for firefighters (Resilient Minds (RM), Road to Mental Readiness (R2MR), and Before Operational Stress (BOS)). Participants participated in semi-structured interviews, which explored information that they learned, recalled, used, and their preferences. Data was analysed using thematic analysis. ResultsParticipants believed that all programs had some shared teaching methods, goals, skills, and topics; however, each program had key focuses/distinctive features. RM was said to be largely group participation and focused on assisting yourself, peers, and citizens. R2MR and BOS was said to be largely lecture style with a focus on the self. 70 % of participants who took RM (n = 7) and one other course preferred RM due to the specificity of training to firefighters, more active teaching methods, and focus on practical skill development. Others (43 %) had no program preference. Participants suggest that a tiered approach to mental health education would benefit firefighters. ConclusionsAll programs were seen as helpful. Despite some congruency in goals and content, most firefighters preferred RM because the content was fire-specific, and the pedagogical approach was seen as more active and engaging. Program characteristics are important to facilitate appropriate program selection, as such, programs should be explicit about these aspects.

Pedagogic Excellence in Massified Higher Education: Strategies for Inclusive Business Teaching in Thai Universities

Background and Aim: The rapid expansion of higher education, known as massification, has greatly increased student diversity in Thai universities, particularly in business schools. This increase presents new challenges for educators striving to maintain pedagogic excellence while addressing diverse student needs. The study aims to explore effective strategies for inclusive teaching that can enhance student engagement and improve learning outcomes in massified business education contexts in Thai universities. Materials and Methods: A comprehensive literature review was conducted to identify key inclusive pedagogical practices suitable for diverse business classrooms. The effectiveness of these strategies was analyzed based on their ability to promote inclusivity and student engagement in higher education. Results: The review identified several effective strategies, including active learning, context-mediated pedagogy, and adaptive teaching methods. These approaches were found to enhance student participation and learning outcomes in diverse classrooms. Achieving pedagogic excellence in massified higher education requires adopting inclusive teaching methods that cater to the diverse needs of students. By implementing these strategies, Thai universities can improve the quality of business education and ensure that students are well-prepared to succeed in a globalized world. Conclusion: Pedagogical excellence in massified higher education requires the adoption of inclusive teaching practices that cater to the diverse needs of students. Implementing these strategies can improve the quality of education in Thai universities and support student success in a globalized world.

THE INFLUENCE OF MOTIVATIONAL FACTORS ON ENSURING HIGH QUALITY OF DISTANCE TEACHING FOREIGN LANGUAGE

The relevance of the presented material is determined by the social need to master of foreign languages. The significance of learning foreign languages in conditions of globalization and development of international relations is determined. This article examines modern challenges facing teachers in teaching foreign languages process through distance learning. The role of teachers in creating favorable learning conditions when teaching foreign languages is highlighted. It is proven that the influence of motivational factors lies in mutually agreed and mutually conditioned goals of teachers’ personal and professional development and institution of higher education strategic development. The “distance learning” concept content is outlined like an independent innovative educational technology which, in a full-scale war condition, turned into a single means of educational process continuity implementation.The motivational factors’ influence’s importance to ensuring high quality is noted, and specific features of teaching foreign language are characterized. Practical proposals have been formulated for improving the teaching foreign languages process quality through both material and non-material of teachers’ encouragement for using their scientific potential. It is emphasized that today, among the main forms, methods and means that meet the requirements of foreign language classes, active teaching methods, collective forms of work in class, and the wide use of computer and information technologies are considered. Convenience, flexibility, the ability to perform tasks synchronously and asynchronously on various platforms, as well as live communication with a teacher, make it possible to master the necessary material and learn the language.

Research Priorities in Neuroeducation: Exploring the Views of Early Career Neuroscientists and Educators

The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early career professionals from both fields. Using the nominal group technique (NGT) with interquartile range (IQR) analysis, we identified seven key priorities in neuroeducation and assessed the level of consensus on these priorities. The top-ranked priorities were “Emotional and Mental Well-being”, “Neurodiversity and Special Education Needs”, and “Active and Inclusive Teaching Methods”, though IQR analysis revealed varying levels of consensus. Lower-ranked priorities, such as “Role of Technology on Learning and the Brain”, showed a higher consensus. This discrepancy between ranking and consensus highlights the complex nature of neuroeducation, reflecting differing perspectives between neuroscientists and educators. These findings suggest the need for interdisciplinary collaboration to bridge these gaps and foster evidence-based practices. We recommend that future research focuses on the specific neural mechanisms underlying emotional well-being, strategies for supporting neurodivergent learners, and practical approaches to integrating inclusive teaching methods in diverse educational contexts.

Interactive Serious Game to Teach Basic Life Support Among Schoolchildren in Brazil: Design and Rationale.

Cardiovascular diseases are leading causes of death and morbidity worldwide. CPR and early defibrillation significantly enhance survival rates. Serious Games (SG) improve learning through entertainment. Current strategies target Cardiopulmonary resuscitation for communities and schoolchildren, but none have been validated for children in low-to-middle-income settings. The SG Children Save Hearts, developed in Brazil, teaches the five resuscitation steps according to International Liaison Committee on Resuscitation 2020 guidelines and requires formal usability assessment. The study aimed to evaluate the usability of SG Children Save Hearts among IT and healthcare professionals using the System Usability Scale (SUS). The usability test was conducted in August 2022 in the university's IT department. The game was developed targeting schoolchildren aged 7 to 17. Categorical variables as absolute and relative frequencies, while continuous variables were presented as median with interquartile range (IQR). Normality was assessed using the Shapiro-Wilk test. Comparisons between IT and healthcare professionals were made using the independent t-test for normal distributions or the Mann-Whitney U test for non-normal distributions. We included 17 volunteers with a mean age of 22 years (IQR 20-26). All participants played the game and completed a 10-question survey on its usability using a Likert-type scale. The final grade was converted to a 0 to 100 scale, with a grade above 70 considered acceptable for a minimum viable product. The mean SUS score was 75 (IQR 72.5-87.5). Healthcare professionals gave higher grades to all five domains compared to IT professionals. The average time spent playing the game was 3.2 minutes. Novel technologies have shown promising results for CPR teaching using active teaching methods, but face challenges in developing countries, such as language barriers, device acquisition, cultural differences, and technical support. To our knowledge, this is the first SG developed in portuguese for brazilian schoolchidren. Despite some usability issues, the SG Children Save Hearts is considered adequate for teaching CPR to schoolchildren in Brazil.

Understanding the students’ learning style to enhance the effectivity of learning method: a study on accounting students

Research aims: The study aims to test the students’ learning style preferences and investigate the influence of the lecturer's teaching methods in the accounting study program.Design/Methodology/Approach: This study used the Quasi-Experimental method. This experiment research was a non-equivalent control group design joined by 552 students of the undergraduate accounting program. Every respondent completed a questionnaire regarding the individual learning style (pre-test and post-test) and filled out a score on the learning style that the lecturer had presented. Afterward, an independent sample t-test was conducted to test the relationship between students’ learning styles and the lecturer’s learning methods.Research findings: This study revealed that most students in the accounting program had a passive learning style rather than an active one. Additionally, the research found that active teaching methods were more effective for students with an active learning style compared to passive teaching methods for students with a passive learning style. There was no difference in learning styles between active and passive students under the two teaching methods because the student groups were not previously separated based on learning styles.Theoretical contribution/Originality: Understanding students' learning styles is essential to enhance the accuracy of lecturers' teaching methods in the teaching and learning process, particularly in accounting. Studies on evaluating students' learning styles and examining their relationship with lecturers' teaching methods have been widely conducted in other disciplines, except in accounting within the Indonesian context. It can provide new insights into the field of accounting education and behavior.

The use of active forms of interaction in the educational process Of the military institute

The article considers the possibility of using active teaching methods, such as business games and a round table, in the educational process of the military institute, discusses the stages of preparation and scenarios, provides examples of the use of these technologies in laboratory classes in the discipline «Chemistry», at a scientific and technical event of the Faculty of Artillery Armament.

The use of discussion in the development of emotional intelligence of students

A brief excursion into the history of the study of the problem of emotional intelligence (hereinafter – EI) by domestic and foreign researchers is carried out; the essence of EI is clarified, its content and components are disclosed; the application of discussion in the development of EI in adult learners is described. The necessity of relaying the practice of using active teaching methods to optimize the educational process at all levels of education is substantiated. The principles, parameters, and criteria of effective discussion in additional professional education are described.

Exploring History Teachers’ Understanding of the Goals of History Teaching and Historical Thinking Skills in Secondary Schools

The purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history.

Условия эффективной педагогической поддержки обучающихся в процессе их самоопределения в ситуациях активного и интерактивного обучения

Introduction. The tendency to increase the role of independent learning activities of students has actualized the search and implementation of effective conditions for their pedagogical support in the process of using active and interactive teaching methods. Theoretical analysis of the research allowed us to conclude that pedagogical support should be considered as a teacher’s creation of certain conditions for independent work of students in order to form incentives for self-determination through their choice of individual and/or group educational trajectories. Empirical analysis. To verify the assumption that active and interactive teaching methods have a significant potential for pedagogical support of the process of self-determination of students, a study was conducted with the participation of students of two groups of 1st year students of V. I. Razumovsky SSMU (N = 20), within the framework of teaching a theoretical discipline. Conclusion. The study allowed us to conclude that effective conditions of pedagogical support are: trusting dialogical interaction between teachers and students, pedagogical consulting of students at their request, organization of work on a group project using active and interactive methods of group learning interaction; providing an opportunity to develop and implement an individual educational trajectory within the framework of work on a group project.

Pedagogical conditions for developing the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training

The article defines and characterizes the pedagogical conditions for forming the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training. It is emphasized that the tasks of the modern professional training of the applicants of the piano master's degree are not only to ensure a high level of professional knowledge of students, but also their practical preparation for social life and self-realization as an individual. It is emphasized that the humanization of the process of formation of the readiness for intercultural interaction in applicants of the professional master's degree implies the use of the latest technologies, active teaching methods, which would form the motives of educational and artistic activity, contribute to the discovery and development of the creative potential of the education applicant, self-realization of his/her personality; included in the process of learning the sphere of emotions, contributed to the development of cooperation. It has been proven that in the process of forming value orientations in the conditions of a multicultural artistic and educational environment, individual support of piano master's students is successfully implemented through individual counseling, creation of a positive moral and psychological climate in classes, mentoring support of the artistic and educational process, building an individual educational trajectory. Considering the formation and transformation of music-pedagogical and artistic-aesthetic paradigms in the system of modern music education, it is emphasized that the change in the paradigm of music education involves a shift of emphasis from the development in applicants of a complex of special knowledge, abilities and skills, focused on the formation of professional multicultural competence in the conditions of intercultural interaction, which allows us to interpret the artistic and educational space as a unity of creative personalities, united by channels of musical communication, who feel a sense of empathy for each other, mutual interest, are capable of active creative joint activity, overcoming interaction problems, creating a cross-cultural space

Current Problems and Prospects for Training Mid-Level Medical Workers for the Palliative Care System

In the context of the growing need for palliative medicine, it will probably be necessary to reorganize the existing system of training of mid-level medical personnel, include a course on palliative medical care in the curriculum of institutions of secondary vocational education, and introduce active teaching methods. Therefore, an important area is the training and education of medical workers providing palliative care, including nursing staff to provide nursing care for terminally ill patients.

METODA CLIL S VYUZITIM AKTIVIZUJUCICH VYUCOVACICH METOD NA HODINACH BIOLOGIE

The preliminary research explores the implementation of the CLIL (Content and Language Integrated Learning) method in seventh-grade Biology classes at two primary schools, employing activating teaching methods. This paper comprehensively describes the CLIL method, including its historical background, various forms, types, and objectives. We analyze the advantages and disadvantages of CLIL, along with clarifying the role of the Biology teacher within this pedagogical framework. The study involves preliminary research conducted in two different elementary school classes: one without a specific language focus and one where students have a higher language proficiency. The main objective of the study was to determine changes in student attitudes following the implementation of the CLIL method. Through data analysis in action research, pre- and post-questionnaire, the study aims to identify any shifts in student attitudes after lessons conducted using the CLIL approach with activating teaching methods. Additionally, the research includes an analysis and evaluation of student preferences regarding the instructional methods used and the challenges faced by educators in implementing this method.

The educational impact of a comprehensive serious game within the university setting: Improving learning and fostering motivation

The integration of technology in higher education has transformed teaching, turning students into active participants in their learning. Faced with the limitations of conventional methods, the integration of technological and creative methods adapted to current demands is being sought.Proficiency in word processing and spreadsheets is crucial in university education, especially in social sciences and law, where the lack of specialized technical training affects academic performance. This study analyzes the impact of incorporating serious games with technological tools and active teaching methods on students' motivation, engagement and academic performance.

Hands-on sustainability: designing an engaging undergraduate sustainable business course

Purpose This paper outlines the active learning methods used to develop and deliver a sustainable business course to undergraduate students. Moreover, the paper aims to investigate the effect of the sustainable business course on the students’ engagement in sustainable consumption. Design/methodology/approach From a pedagogical perspective, the paper describes the active learning methods applied in a newly introduced sustainable business course via numerous distinctive assessment techniques. On the empirical front, the research investigates the impact of the sustainable business course on the students’ engagement in sustainable consumption. To test such impact, an online survey was distributed among students who completed the sustainable business course, and as a control group for comparison, students who did not take the course. Findings The research results indicate a positive relationship between completion of the sustainable business course and engagement in sustainable consumption. Furthermore, the data revealed that female students exhibited more engagement in sustainable consumption than male students. Research limitations/implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Practical implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Pedagogically, the nonconventional course curricula and assessment methods described in this study can be used as a reference by instructors aiming to integrate active and experiential teaching methods into their sustainable business curricula. For decision makers in higher education who are working in line with the global direction to achieve sustainability, this research provides preliminary evidence that students’ engagement with sustainability is influenced by their course curricula. Originality/value By depicting innovative approaches to teaching sustainability in business, the research enriches the field of sustainable business pedagogy which remains under-researched in many countries. Furthermore, the research goes further by investigating the effect of the course on students’ sustainable consumption. This acts as evidence of the effectiveness of teaching sustainable business in changing future leaders’ perspectives and priorities to include environmental and social aspects, which has become a global goal. Accordingly, the research has the potential to encourage more business schools to make sustainable business education mandatory.

Theoretical Prerequisites for the Application of Interactive and Active Methods of English Language Instruction in Distance Learning

This article examines the theoretical prerequisites for the use of active, and interactive methods of teaching English in the conditions of distance learning. The analysis of literary sources and the semantic understanding of the content of the research topic made it possible to develop a methodological apparatus for distance learning. The research objective of the article: theoretical justification of the use of active and interactive methods of teaching English in the conditions of distance learning. The object of the study is the process of distance teaching of the English language. The subject of the study is the use of active and interactive methods of distance teaching of English. Within the framework of the study, the following hypothesis is put forward if digital means are used in the process of distance teaching as an important condition of a distance learning system. It is necessary to take into account their content components, and the relationship with the taxonomy of learning goals, and learning experience, since this will reflect the activity, and interactivity of teaching English in distance learning.

Applying the Task Assignment Method to Teaching Chinese Reading Comprehension Skills at the Basic Stage at Hung Vuong University

In the trend of global integration, Chinese is increasingly proving its important role as an international language, foreign language and culture subject in university programs. Chinese provides students with a new communication tool to absorb advanced scientific and technical knowledge, learn about rich cultural diversity, and easily integrate with the international community. The teaching staff of the Department of Chinese Language and Culture has been using a number of active teaching methods for Chinese Reading comprehension based on two pedagogical perspectives: "learner-centered" and “process-centric”. Among them, task-based teaching method (任务型教学法) is one of the important teaching methods. This is a task-based language teaching method in which instructors guide language learners in completing tasks in class.

Analysis of Impacts and Challenges of Online Learning During the Covid-19 Pandemic: A Case Study at SMA Negeri 2 Rantau Selatan

The COVID-19 pandemic outbreak in 2019 significantly impacted various aspects of societal life, particularly in education. The shift to online learning, necessitated by the pandemic, posed numerous challenges for teachers and students at SMA Negeri 2 Rantau Selatan. This study aims to comprehensively understand these difficulties faced by 11th-grade teachers during online instruction. Employing a qualitative descriptive approach, the findings reveal several challenges: difficulties in delivering the curriculum, evaluating students' understanding, and creating engaging online learning environments. Quantitatively, 75% of teachers reported significant challenges in curriculum delivery, 60% found it difficult to assess students' comprehension, and 70% struggled with maintaining student engagement. These findings suggest a need for more active and creative teaching methods, supported by adequate facilities from the government. The implications of these findings highlight the necessity for improved educational practices and policy recommendations to better support online learning.