Active Teaching Methods Research Articles

Pedagogical technologies for the development of professional communicative competence of future primary school teachers

In the modern period of higher education development, the problem of formation of a future specialist, whose main characteristics are the ability to conscious personal growth, orientation to overcome social and professional stereotypes, strengthening of professional responsibility, leadership qualities is relevant. This process is connected with the formation of educational models and technologies. The urgency of the article is caused by the acute necessity to change the content of modern education. The problems of forming professional and communicative competences of students are considered. The authors regard the competence approach as the basic approach in the conditions of humanization of modern education. Emphasis is placed on the fact that there was a change of the vector of the educational process in the direction of learning outcomes from knowledge-based approach to practice-oriented one. In the article the pedagogical conditions promoting effective formation of communicative competence of the future teacher are revealed, which include: realization of interrelation of academic disciplines at formation of communicative competence; use of active and interactive methods of teaching in the educational process; use of integrated courses at formation of communicative competence of the future teacher; introduction of the activity approach in communicatively-oriented practice. In the article, the authors emphasize the need to form the communicative competence of a future teacher in the process of professional formation. Since communicative competence is basic in the professional activity of a teacher and is the main component of the professionalism. Significant skills of a teacher's communicative competence are the ability to build a dialogue, a communicative attack, while showing tact, politeness, correctness, etc. A systematic approach makes it possible to form a teacher's communicative culture, develop his competencies, enrich intellectual potential, and form communicative competence.

The Impact of Digital Transformation in Higher Education: The Case Study from Vietnam

The education sector in general and higher education, in particular, has paid great attention to digital transformation into teaching. Digital transformation is not only a general development trend but also helps to change the traditional teaching method to a new active teaching method that helps learners to be active and creative when participating in the learning process. The traditional classroom model, which has existed for a long time, is gradually shifting to classrooms that apply information technology to teaching and learning to reduce lectures and transfer knowledge to develop the initiative, creativity, and capacity of students to learn. Create opportunities for learners to learn anytime, anywhere, learners can be active in the learning process, contributing to building a learning society. The article clarifies the impact of digital transformation on higher education in Vietnam. From there, offer an oriented solution to help digital transformation become an effective tool in higher education in Vietnam today.

A Keyword Co-Occurrence Analysis of Research on Service Learning: Conceptual Foci and Emerging Research Trends

Although a significant body of research has accumulated on service learning over the past seven decades, to date, no reviews have analyzed the entire multi-disciplinary literature. Thus, scholars lack systematic documentation of the scope of this literature, its thematic structure, and topical foci. This bibliometric review aimed to document these features of the service learning knowledge base. The review analyzed 5615 Scopus-indexed documents on service learning published between 1950 and 2022 through citation, co-citation, and keyword co-occurrence analyses. The analyses uncovered thematic and empirical foci associated with the theory, implementation, and effects of service learning. The review identified engineering education and problem-based learning as related topics of significant interest. In recent years, educators have increasingly experimented with the integration of other active teaching and learning methods into service learning programs. This review suggests that future research examine service learning from the perspectives of public policy, stakeholder engagement, and educating for sustainability. The field would also benefit from additional theorizing on the features that distinguish service learning from other active learning pedagogies.

Entrepreneurship Learning through Active Teaching Methods: Analysis of the Student and Teacher Perception of Learning in Applied Projects

This research investigates the perception of students and teachers of the entrepreneurship discipline regarding active teaching methods and how these learnings are utilized in entrepreneurship projects. Active teaching methods were introduced in the 1970s to create innovative learning experiences and utilize student knowledge. However, not all teachers are qualified or motivated to conduct the teaching process. Contemporary business schools have been guiding teachers and students to explore didactic alternatives, such as Problem-Based Learning, to achieve more effective teaching results. The research seeks to understand how students apply the knowledge acquired in entrepreneurship projects and how these projects are affected by the teaching methods used in the discipline. The results can be used to improve the quality of entrepreneurship education and enhance the practical application of the knowledge acquired by students. Keywords: Innovative learning experiences, active teaching methods, entrepreneurship projects DOI: 10.7176/RHSS/13-6-01 Publication date: March 31 st 2023

The use of multimedia technologies in robotics lessons as the development of cognitive activity

In the environment of educational robotics, the introduction of new pedagogical technologies is relevant. Robotics is at the junction of promising fields of knowledge: mechanics, electronics, automation, assembly, programming, circuit engineering and technical design. The purpose of the article is to describe multimedia software in lessons on the basics of robotics and teaching methods using multimedia technologies at each stage of training. The research methods were analysis, synthesis, and conversation. The authors of the article have developed Digital educational resources for the study of robotics. These resources are an auxiliary tool for the diversity of the lesson. With the help of this software product, robotics training becomes more accessible and convenient. Multimedia allows you to combine verbal and visual-sensory information, which helps to increase the motivation of students, create certain learning parameters and develop cognitive activity. When organizing educational material, the teacher should focus on the activation of cognitive activity of students. In the classroom, not all students turn on active cognitive activity. Active teaching methods are used to purposefully influence this activity. The very name contains the essence of the active method - it is not simple memorization, but the active intellectual activity of students. The result of this study is a digital learning center with the help of which it is possible to conduct lessons using multimedia technologies. Keywords: educational robotics, multimedia technologies, cognitive activity, digital educational resources.

Formation of Communicative Competencies of Applicants for Higher Education in the Context of Distance Learning

The article deals with the formation of communicative competencies of applicants for higher education in the context of distance learning from the perspective of neurosciences. The relevance of the article lies in the fact that for a successful, effective organization of distance learning, it is necessary to select the rational methods of teaching, aimed at enhancing the development of personality. The purpose of the article: to clarify the interpretation of the concepts: “competence”, “communicative competence”, “distance learning”, “neuroscience”, “neurolinguistics”, to investigate service platforms for online learning; to find effective teaching methods that contribute to the formation of communicative competence of university applicants. Methods of work - analysis of scientific and methodological literature, system analysis. Results: the use of active teaching methods has a great impact on the formation of communicative competence in higher education students. Service platforms that help teachers conduct online learning with students have been investigated. It was emphasized that videoconferencing and video meetings help to form communicative competence with students. In addition, it was noted that higher education should be implemented using a competency-based approach. Novelty in the work is a review of neurolinguistic programming as one of the effective methods of formation of communicative competence. Conclusion: the use of current pedagogical technologies in the university helps to implement new principles of individualization and differentiation, taking into account the psychological aspects of the person associated with his intellect and speech.

Professional teaching competence: key point of developing pupils’creativity

The article points out the results of the research of a competent professional education specialist activity aimed at developing creative abilities of trainees. In the modern multilingual education system great importance is attached to teaching a foreign language, increasing students’ interest and motivating language learning. Through the use of active teaching methods that develop creativity, it is possible to activate students and create a harmonious learning environment. The authors analyzed the concepts of competence, creativity and conducted a survey on the use of innovative and creative teaching methods by teachers. The survey involved 100 respondents: school teachers, graduate students, teachers of educational centers. More than 77% of respondents believe that it is necessary to use a creative approach in teaching foreign languages; more than 86.3% of respondents consider it is necessary to use critical thinking methods to increase the effectiveness of teaching foreign languages and develop creativity. It is crucial to prepare a creative environment for teaching foreign languages according to 86% of respondents. Respondents stated out methods as the most useful of specific methods: 73.3% chose "picture gallery", of which 57.8% chose "quality line" and 53.3% chose the "mind mapping" option. In the final part of the survey, several methods were proposed to obtain information about the extent to which teachers use critical thinking techniques. Keywords:educational process, development of creative abilities, creativity, competency, pupils &nbsp

Совершенствование методов изучения графических дисциплин для студентов технических специальностей и направлений

In modern development of digital technologies education faces a difficult task: translation of previously accumulated knowledge and meeting the demands of the digital future in the XXI century. Digital transformation of education involves changing the ways and methods of teaching, as well as changing the subjects of education - the teacher and the student. A convenient tool of influence between a student and a teacher is a modular virtual educational platform (for example, Moodle), which allows studying the theoretical material, conducting practical classes and examinations. Combination of various technological techniques confirms the availability of their implementing for improving the quality of education in accordance with the Federal State Educational Standards, allows improving the quality of education in the context of a dynamically developing society. Certain approaches to the graphic training of students have been stated. Modeling the geometric shapes on the screen, in contrast to the traditional approach, develops the intellectual, cognitive and creative abilities of students, in most cases having insufficient graphic training. Working with graphics packages is impossible without the knowledge that is acquired in practical classes of Engineering Graphics. Actually, at the university engineering training is aimed at developing the skills of creating an information model of an object and forming project documentation based on it. Introducing the innovative methods and forms of education creates a new strategy of vocational training in a technical university. When studying the sections of mechanical engineering drawing, computer visibility allows to see the technical forms of the details, gives an idea of the manufacturing technology, control and assembly of products, which will help the student to correctly perform cuts, sections of parts, correctly apply the dimensions on the drawings. There have been illustrated the examples of using engineering graphics in the technological processes of manufacturing the soundproof hood “KAPONISTR” for outboard boat motors. It has been inferred that the computer visual aids are important in training the engineers by using active teaching methods.

Factors Affecting the Learning of Medical Ethics and Etiquette from the Perspective of Medical Teachers and Students of Kermanshah Medical School in 2019

Background: Students’ understanding of the basic principles of attending the university, classrooms, and patient beds and acquiring the necessary skills to deal with the problems of student life, professors, other students, and patients are essential for their education and learning. Objectives: This study aimed to determine the factors affecting the learning of medical ethics courses based on the role of active teaching methods in better and practical learning of medical ethics and ethics courses. Methods: This cross-sectional descriptive study was conducted on the lecturers of relevant courses and medical students of Kermanshah Medical School in 2018-2019 on 201 people using a convenient sampling method. The data collection tool was a 22-question researcher-made questionnaire on a 5-point Likert scale ranging from no effect (1) to very much (5), whose validity and reliability were confirmed (Cronbach’s alpha= 0.8). The collected data were imported to SPSS software version 21 and analyzed with descriptive and inferential statistics. Results: From the students’ point of view, influential factors in learning these courses were clinical memories, professors’ experience (80.6%), professor’s intimacy with students, scientific mastery (76.6%), professor’s clear and expressive expression (76.6%), acquaintance with leading professors and ethical model in university (66%), physical space, classroom facilities, audio-visual facilities (65.8%), review of key points and summaries in the classroom, using animation (55%), educational images and infographics, applications and cyberspace in the classes of medical etiquette and ethics. The opinion of the professors was in line with the students (53.5%). Conclusions: Many factors affecting the learning of medical etiquette and ethics courses were similar to other courses, but there were differences in some cases. The teachers shared the opinions of the students and professors about the importance and priority of the factors affecting the learning of these courses.

You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education

Over the past year, defined by the COVID-19 pandemic, we have witnessed a boom in applying key emerging technologies in education. In such challenging situations, technology and education expanded their work together to strengthen and interactively impact the learning process in the online higher education context. From a pedagogical perspective, extended reality (XR) and artificial intelligence (AI) were accessible toolboxes to amplify an active and learner-centered teaching method. Whether and how such activities will continue in a post-COVID-19 situation remains unclear. In this systematic literature review, we document the application of XR and AI in online higher education settings and build up an accurate depiction of their influence after the COVID-19 pandemic outbreak. A significant contribution of the thorough analysis conducted was the corroboration of the growing interest of these fast-emerging technologies and their impact on learner agency and outcomes, making online education more accessible, effective, engaging, collaborative, self-paced, and adapted to the diverse academic trajectories. The momentum brought about by the pandemic has served as an impulse for educators and universities to expand the use of these technologies progressively, meet new challenges, and shape the future of online higher education.

Teachers’ self-motivation and sense of responsibility determine the use of active learning methods

Extended use of laboratory and field courses makes biology a discipline considering itself as a habitual practitioner of active learning strategies. We investigated how widely the faculty at the Department of Biological Sciences (BIO) at the University of Bergen (UiB, Norway) uses active learning methods. Thirty-six members of the teaching staff answered our web-based questionnaire, and we carried out in-depth interviews of 7 faculty members. Our results show that almost all BIO-teachers use at least some active learning methods, and plan to use them in their teaching in the near future. The teachers use active learning methods mostly because they want their students to achieve deeper learning, but also because they want to develop themselves as teachers. This self-motivation is obvious, as over 90% of the teachers identified self-motivation as the strongest incentive, while colleagues, the department, and the university were less important. A vast majority of the teachers also think that it is their own responsibility to adopt active learning methods, while fewer faculty members assume institutional responsibility from BIO. The major bottlenecks identified were large class size and difficulties related to evaluating and grading student performance when using active learning methods. The teachers would use more active learning methods if the availability of active learning rooms was increased. Our in-depth interviews suggest that the most suitable time window for adopting more student-active learning methods is either when new courses are established, or when teachers are taking over courses new to them. We therefore suggest that if educational institutes wish to increase the proportion of active teaching and learning methods, they should provide extra support in such transition periods.

Pengembangan Literasi Anak Melalui Metode Pembelajaran Inovatif Dan Aktif Di SDN 3 Bengkaung Batu Layar Lombok Barat

Development of children's literacy through learning methods is one of the supporting factors in the implementation of learning carried out in schools. This is a capital for a teacher to create a pleasant and not boring classroom atmosphere, not only that by using good learning methods it greatly affects children's learning outcomes. However, the fact is that teachers at SDN 3 Bengkaung do not understand and pay attention to this. The learning method used is still low order thinking skills. The teaching materials used so far are teaching materials that are oriented towards mastery of concepts in accordance with the material in textbooks that apply nationally. This is what causes the lack of children's learning outcomes, as well as the low literacy skills of children at SDN 3 Bengkaung. That is why the community service activities which are located at SDN 3 Bengkaung, Batu Layar District, West Lombok Regency were carried out by PPKN students at the University of Mataram, by implementing several solutions in the form of innovative and active teaching methods, such as carrying out morning literacy activities, showing educational videos, and coloring the sketch. This is proven to be able to create an active learning atmosphere and restore children's enthusiasm for learning, and provide new knowledge to children.

Acute-on-Chronic Lithium Toxicity: A Simulation Case for Emergency Medicine Residents.

Simulation-based education has become standard within emergency medicine training. Toxicological clinical presentations are challenging to identify and treat in the emergency department. Recognizing that active teaching methods are superior to standard lecture for learner retention, we created an experiential simulation case for education on lithium toxicity. The case was written after an extensive literature review followed by consultation with a medical toxicologist and an expert in simulation-based education. Fifty-three residents participated in a simulation scenario involving a lithium-poisoned patient over the course of eight simulation sessions. The scenario ran approximately 10 minutes and was followed by postevent debriefing. Debriefing was facilitated by an emergency medicine attending with specialized training in simulation-based education. Following the completion of the scenario, residents received an anonymous educational quality improvement survey assessing residents' perception of their ability to recognize and manage lithium toxicity as well as their comfort level with the lithium-poisoned patient. After the simulation, residents reported an increased comfort level with managing lithium-poisoned patients. Residents also self-reported an increased ability to recognize the signs and symptoms of lithium toxicity. Additionally, residents cited the case's educational importance and a desire to include this specific scenario in future simulation sessions. Compared to other disease processes, toxicological overdoses are infrequently seen in the emergency department. Health care simulation can effectively portray lithium toxicity for emergency medicine resident education in a safe, controlled environment to increase repetitive practice in caring for this challenging population.

Student Preferences for Active Learning and Their Beliefs, Experiences, and Knowledge

Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. A combination of student knowledge, student beliefs, and positive student experiences with active over traditional methods predicted 72.5% (R2 = .725, p = <.001) of the variance of student preferences for active methods. When students have clarity about the expectations of active learning methods, how they benefit their learning, believe they are responsible for learning and take the initiative, and perceive a positive experience, they prefer active methods over traditional methods. The results inform health professional education programs with recommendations that influence pedagogical change to support faculty and prepare students for clinical practice, higher-order thinking skills, and workforce expectations.

Innovation of Education through activating teaching methods

In the contribution, we deal with activating teaching methods. We point out the specifics of activating teaching methods and compare them with traditional teaching methods. We indicated the possibilities of educational innovation also with the use of activating teaching methods.

Research on the mixed active teaching method of curriculum in colleges and universities

Emergencies have brought uncertain factors to the offline curriculum teaching in colleges and universities, which has put forward higher requirements for the quality of curriculum teaching in colleges and universities. The reasonable design of normalized emergency response plan to solve the above problems has become the focus of current teaching research. In view of the problems existing in the current education and teaching, and considering the needs of talent training in colleges and universities and the needs of social practical talents, this paper proposes a hybrid active teaching mode curriculum teaching method. The purpose of this paper is to provide a certain method support for the construction of higher education and teaching theory system.

Формування лідерської компетентності майбутніх маркетологів у процесі вивчення іноземної мови

The article deals with the main approaches to the formation of leadership competence of future marketeologists in the process of learning a foreign language. Among the researchers, the works of S. Nestulia, R. Kubanov, N. Volkova,T. Shergun, A. Zhukova, and L. Horoshko-Yarovyk should be highlighted. The concepts of «competence» and «leadership competence» are defined. The idea of the need to form leadership competence of future marketologists based on the requirements and specifics of professional activity is substantiated. It is noted that a foreign language can be an effective means of forming not only communication skills, but also important leadership qualities of a personality of a future marketologist: initiative, tolerance, balance, sociability, assertiveness, etc. The aim of the study is to prove the effectiveness of forming the leadership competence of future marketologists in the process of teaching the discipline «Foreign Language (for Professional Purposes). The advantages of active teaching methods in the formation of leadership competence are revealed. In order to increase the level of foreign language acquisition and develop leadership competence, the possibility of using such modern active teaching methods as the case method, discussion method, game methods, projects, etc. is analysed. The essence of each method is highlighted. Examples of the use of these teaching methods in foreign language classes with students of the speciality 075 «Marketing» at the State Academy of Economics and Management are given. The results of this research are of practical value for foreign language teachers in higher education institutions, as well as other teachers and researchers who study the problems of developing leadership competence in students. Keywords: foreign language, leadership competence, marketologist, active learning and teaching methods.

The Use of Digital Peer Assessment in Higher Education—An Umbrella Review of Literature

Increasing student numbers in higher education, particularly in engineering and computer science, make it difficult for motivated lecturers to continue engaging in active teaching methods such as Flipped Classrooms and Work-Based Learning. In these settings, digital Peer Assessment can be one approach to provide effective and scalable feedback. In Peer Assessment, students assess each other’s performance whilst gaining useful reflection and judgment skills at the same time. This umbrella review of 14 review papers on the use of digital (peer) assessment in education provides a comprehensive overview of design choices and their consequences open to educational practitioners wishing to implement digital Peer Assessment in their courses, the type of tooling available and the possible effects of these choices on the learning outcomes as well as potential pitfalls and challenges when implementing Peer Assessment. The paper will inform and assist educators in finding or developing a tool that fits their needs.

ИННОВАЦИИ В СИСТЕМЕ ВЫСШЕГО ТЕХНИЧЕСКОГО ОБРАЗОВАНИЯ РОССИИ НА СОВРЕМЕННОМ ЭТАПЕ

The article deals with innovations in the domestic system of higher technical education in the first decades of the 21st century. The advantages and disadvantages of the country's participation in the Bologna Agreement for higher technical education are analyzed, new mechanisms for implementing the personalization of student learning used at Russian technical universities, including individual educational trajectories, using foreign languages when teaching students, project activities, etc. are considered. The article analyzes the features of the implementation of competence-based approach in the domestic practice of higher technical education at the present time, the importance of using a transdisciplinary approach in designing the content of educational programs as well as the need to use active teaching methods for prospective engineers and student-centered learning models are emphasized. The article considers the use of digital technologies in the training of professionals in the field of engineering and technology in our country, the advantages and disadvantages of digitalization of engineering education. The difficulties associated with the introduction of e-learning and distance learning technologies are introduced.

Using Flipped Classroom as an Active Teaching Method for Teaching Engineering Graphics

Using Flipped Classroom as an Active Teaching Method for Teaching Engineering Graphics