Active Learning Process Research Articles

What a difference a coach makes!

ABSTRACT This paper explores the critical difference a certified Action Learning Coach makes to the outcomes of the Action Learning process, which underscores WIAL’s insistence that the coach is indispensable to achieving breakthrough solutions with Action Learning. Real-life coaching examples are used to illustrate three key benefits of having a coach: the positive impact of the coach’s trust on the group’s growth and ability to achieve spectacular results; keeping the group productively bonded while protecting the diversity necessary for attaining winning solutions and ensuring that there is learning at individual, group, and organizational levels.

The influence of cognitive style differences on foreign language learning strategies

Finding out how different cognitive styles affect the strategies chosen for learning a foreign language was the driving force behind this research. The rapid pace of globalization has made fluency in more than one language an essential component of every well-rounded person’s toolbox. However, in the actual learning process, there are significant achievement differences between students, which is not only related to language talent, but also influenced by individual cognitive style. By reviewing the relevant literature, this paper gives a clear definition and classification of cognitive style, and gives an overview of foreign language learning strategies. On this basis, 150 foreign language learners from different schools were surveyed by a combination of questionnaire and interview. Students’ use of various tactics for learning a foreign language is influenced by their cognitive styles, according to the results. Metacognitive methods are more commonly used by students who are independent in their subject, whereas field-dependent students depend more on tactics that involve social and emotional support. Furthermore, the study concluded that in order to maximize the effectiveness of instruction, educators should use more individualized approaches that take into account individuals’ unique cognitive styles. In addition to offering concrete recommendations for enhancing the current state of foreign language instruction, this study offers a fresh viewpoint on the unique characteristics of language learners.

Застосування віртуальної дошки miro для активізації навчальної діяльності на заняттях з медико-біологічних дисциплін

The work aim is to study the Miro interactive board use while learning biomedical disciplines by future PE teachers. Methods used in the work are practical, synthesis, analysis, comparison, and abstraction. The features of existing virtual boards used in the educational process are analyzed with a focus on their advantages and disadvantages. The potential of the Miro virtual board use for improving the educational process is highlighted: ease of use, multifunctionality, ample opportunities for creating various tasks and performing different kinds of activities (writing, sketching, drawing, calculations, etc.), providing educational material in an interesting and visual form, intensification of students’ learning activity and formation of a working atmosphere in lessons and positive emotions. The organizational, content, activity-related, and emotional components of work with the Miro virtual board are considered. The work studies the Miro online board’s abilities for active learning process organization in classes of biomedical disciplines for students – future PE teachers in higher education institutions. The peculiarities of creating matching tasks, sequence tasks, and tasks on object classification are considered. Methodological recommendations are provided for organizing various tasks involving texts, for creating association tasks including their preparation, peculiarities of use in lessons both for group and individual forms, and options for discussing results with students. Methodological requirements for the project activity implementation have been developed: selection of relevant research topics, creation of a poster template; comprehensive demonstration of work results, optimal and aesthetic design, organization of discussions, and making conclusions. Keywords: Miro online board, learning activity intensification, online learning, biomedical disciplines, higher education institutions.

Active Learning Processes for Smart Inspection, Verification Operations and Modelling of Surfaces with Geometrical Deviations

Active Learning Processes for Smart Inspection, Verification Operations and Modelling of Surfaces with Geometrical Deviations

THE POTRAYAL OF ENGLISH TEACHING AT SMA HANG TUAH 4 SURABAYA

Teaching activities are the main part of the process of teaching and learning. Therefore, the researcher was interested in finding out what activities were employed in the classroom. To find the answer, there was an English teacher as a participant in this study who taught more than three classes. This study used a qualitative method with a questionnaire, an interview, and observation as the research instruments. The questionnaire was derived from theories of English teaching methods and was used to gather data on the teaching activities applied in her classroom. Then, the observations were done to see the actual teaching and learning process in the classroom. At last, the interview was conducted to enrich the data and clarify what was found in the questionnaire and observations. The findings showed that the teacher stated in the questionnaire and interview that she used various teaching techniques. However, it was found that translation, reading aloud, grammar explanation, and exercises were mainly done. It implied that traditional teaching methods like the Grammar Translation Method are still implemented in our classroom. This kind of method focuses on what to teach; as its characters and principles show, it does not teach students how to use the language.

Analysis the Implementation of the Active Learning Learning Process in MTs Negeri Throughout Tanah Datar Regency

The educational process aims to make students master science. Education is also very important in shaping the personality and behavior of students. The purpose of this study was to analyze the implementation of the active learning learning process in MTs Negeri throughout Tanah Datar Regency. This type of research is descriptive qualitative,the data analysis used is by scoring, presenting data and determining the frequency of implementing active learning for teachers and students of MTs Negeri in Tanah Datar District. The results of the analysis of the implementation of active learning with a percentage of 30% in the frequent category, 33.33% in the sometimes category and 6.67% in the never category. Where the average implementation of the active learning learning process for MTs Negeri teachers in Tanah Datar Regency is 87.96% which is included in the frequent category and means having good criteria. As for the results of the implementation of each variable such as the use of learning models by 82.5%, lesson planning by 93.3%, implementation of learning 87.2% implementation of evaluation 88.6% and obstacles in learning 69, 3% and the negative impact and positive impact of learning by 81.3%. Implementation of active learning by students gets the value of each variable such as learning planning with a percentage of 73.9% after that the implementation of learning is 83.2% learning evaluation is 90% obstacles in learning 53.9% % and positive and negative impacts of learning by 62%.

Qualitative evaluation of a Salutogenic Healthy Eating Programme for Dutch people with type 2 diabetes.

The salutogenic model of health (SMH) is a health-promoting theory that focuses on resources, strengths, and coping capacities in everyday life as a way to improve health and wellbeing. The SMH was applied to develop a programme for enabling healthy eating practices among people with type 2 diabetes mellitus (T2DM): the SALUD programme. This study aims to gain insight in how participants with T2DM experienced the content and meaning of the SALUD programme. Three focus groups with participants (six to eight participants/group) that finished the SALUD programme were conducted. The focus groups were video-recorded, transcribed ad verbatim and thematically analysed. The SALUD programme was perceived by the participants as a positive, meaningful learning experience. Key factors why the participants described the programme as positive were that they felt a sense of social-belonging and (emotionally) safe (theme 1). The SALUD programme's positive encouraging approach presented by the coach invited participants to join an active learning process (theme 2). Performing trial-and-error experiments and weekly reflecting on goals is what characterized active learning. The meaningfulness of the learning process (theme 3) was derived from (i) positive self-confrontation; (ii) exploring mind-body connections and perceiving improved health and (iii) noticing positive changes in their social environment (theme 3). To conclude, the study uncovered that the SALUD programme incited a positive, meaningful learning process for healthy eating and the contextual factors important in this. Potential leads to further improve the SALUD programme are discussed in order to maximize the chance of inciting an inclusive, active learning process.

Addressing the data bottleneck in medical deep learning models using a human-in-the-loop machine learning approach

Any machine learning (ML) model is highly dependent on the data it uses for learning, and this is even more important in the case of deep learning models. The problem is a data bottleneck, i.e. the difficulty in obtaining an adequate number of cases and quality data. Another issue is improving the learning process, which can be done by actively introducing experts into the learning loop, in what is known as human-in-the-loop (HITL) ML. We describe an ML model based on a neural network in which HITL techniques were used to resolve the data bottleneck problem for the treatment of pancreatic cancer. We first augmented the dataset using synthetic cases created by a generative adversarial network. We then launched an active learning (AL) process involving human experts as oracles to label both new cases and cases by the network found to be suspect. This AL process was carried out simultaneously with an interactive ML process in which feedback was obtained from humans in order to develop better synthetic cases for each iteration of training. We discuss the challenges involved in including humans in the learning process, especially in relation to human–computer interaction, which is acquiring great importance in building ML models and can condition the success of a HITL approach. This paper also discusses the methodological approach adopted to address these challenges.

Upaya Meningkatkan Minat Belajar Siswa Dengan Model Pembelajaran Problem Based Learning Pada Materi Kemampuanku Terbatas Kelas VII di SMPN 1 Sanaman Mantikei

Students' interest in learning is something that is important in the smooth teaching and learning process. Students who have high interest in learning in the learning process can support the teaching and learning process to improve, and vice versa, if students have low interest in learning, the quality of learning will decrease and this will affect learning outcomes. Slameto (1995: 57) explains that interest is "a high inclination towards something". Interest is a characteristic that persists in a person. Interest is a persistent interest or tendency to pay attention to or be involved in something because you realize the importance or value of that thing. Learning models have a very important role because learning models are a means of conveying lesson material. Without the right model, a learning process will not take place effectively and efficiently. This learning model must be able to involve all students to play an active role in the learning process, be able to develop students' ability to think critically so that the learning process becomes more interesting and enjoyable while also being able to foster students' interest in learning so that student learning achievement is expected to increase. In reality, realizing an active and enjoyable learning process as stated above is not easy. The same thing happens when studying Catholicism. Learning Catholic Religion feels uninteresting because there are several factors in the teaching and learning process, including facilities and infrastructure, learning models, and a learning environment that is less effective and enjoyable because there is no room for religious lessons, so the activity process is disrupted because they have to move around appropriately. , other supporting facilities such as internet networks and electricity networks are not available, so learning is not centered on students but more on teachers lecturing, so students' interest in learning decreases. Ideally, a learning process requires appropriate strategies, especially in learning Catholicism, which has been designed. Thus, learning must be able to provide provisions for students to have good character, develop faith, think critically and be creative. To provide provisions for students, Catholic Religion learning is needed that is innovative, interesting and fun for students so that Catholic Religion subjects are no longer considered boring subjects which will impact students' low interest in learning Catholic Religion lessons. Based on the existing problem formulation, the aim to be achieved in this research is that the use and implementation of the problem based learning model can increase students' interest in learning in class VII Catholic Religious Lessons, the material My Capabilities Are Limited at SMP Negeri 1 Sanaman Mantikei. The type of research used in this research is descriptive qualitative research. This research is classroom action research carried out in two cycles offline. The use of the Problem Based Learning Model that matches the syntax in learning Catholic Religious Education in class VII of SMP Negeri 1 Sanaman Mantikei is very effective in increasing students' interest in learning. Increased student learning can be seen in initial conditions where student interest in learning is low, then interest in learning increases after being given action.

Learner Participation in Science Learning: Creating a Humanized Science Classroom

As science learners, learners can learn science from their enriched cultural life world. However, the disempowering forces embedded in science pedagogical practices demotivate the learners to participate in the active science learning process. In this context, this research addresses the question: How have I explored learner participation in science learning to create a humanized science classroom? I applied auto ethnography as a research method and inquiry to portray the critical reflexive narratives I experienced in my science learning journey. The research shows that the learners’ participation in science learning is in/directly influenced by the in/formal modes of science learning. The rigorous and unjust formal schooling cultures demotivate the learners to participate in science learning autonomously. The science teachers must know the learners’ lived experiences and cultural worlds by creating a dialogic space between teachers and students. It can also support modifying and cultivating their internal selves through individual and collective participation. Therefore, the research also offers to know and value the learners’ creativity and acknowledge the learners’ learning experiences beyond the formal academic settings. Furthermore, science teachers need to view the learners through humanized lenses to motivate learners for their autonomous participation in science learning. It possibly counteracts the rigorous schooling cultures that emphasize the directed participation of learners and transform their dogmatic identities.

Human-centred design on crowdsourcing annotation towards improving active learning model performance

Active learning in machine learning is an effective approach to reducing the cost of human efforts for generating labels. The iterative process of active learning involves a human annotation step, during which crowdsourcing could be leveraged. It is essential for organisations adopting the active learning method to obtain a high model performance. This study aims to identify effective crowdsourcing interaction designs to promote the quality of human annotations and therefore the natural language processing (NLP)-based machine learning model performance. Specifically, the study experimented with four human-centred design techniques: highlight, guidelines, validation and text amount. Based on different combinations of the four design elements, the study developed 15 different annotation interfaces and recruited crowd workers to annotate texts with these interfaces. Annotated data under different designs were used separately to iteratively train a machine learning model. The results show that the design techniques of highlight and guideline play an essential role in improving the quality of human labels and therefore the performance of active learning models, while the impact of validation and text amount on model performance can be either positive in some cases or negative in other cases. The ‘simple’ designs (i.e. D1, D2, D7 and D14) with a few design techniques contribute to the top performance of models. The results provide practical implications to inspire the design of a crowdsourcing labelling system used for active learning.

Explainability and human intervention in autonomous scanning probe microscopy

The broad adoption of machine learning (ML)-based autonomous experiments (AEs) in material characterization and synthesis requires strategies development for understanding and intervention in the experimental workflow. Here, we introduce and realize a post-experimental analysis strategy for deep kernel learning-based autonomous scanning probe microscopy. This approach yields real-time and post-experimental indicators for the progression of an active learning process interacting with an experimental system. We further illustrate how this approach can be applied to human-in-the-loop AEs, where human operators make high-level decisions at high latencies setting the policies for AEs, and the ML algorithm performs low-level, fast decisions. The proposed approach is universal and can be extended to other techniques and applications such as combinatorial library analysis.

포스트-휴머니즘적 접근과 회집체로서의 학습체계, 그리고 포스트-평생학습론 사유

Lifelong learning research is continuously influenced by new scientific trends. The posthumanist approach that has recently moved into the mainstream is also increasingly influencing the understanding of lifelong learning. The posthumanist approach's 'more-than-human' perspective aligns with the attempt to understand human learning from an object-oriented and flat ontological standpoint. Posthumanism redefines ontology, offering a different perspective from the previous anthropocentric worldview, that is, the modernist worldview. In this transitional phase, we aim to address three meaningful questions:. 1. Why is it important to understand lifelong learning from the perspective of the posthumanist approach? 2. How does this shift in perspective capture the phenomenological reality of lifelong learning? 3. What new dimension does this approach uncover? The posthumanist approach has liberated lifelong learning from the constraints of educational 'essentialism'. In early models of lifelong learning research, humans were depicted as subjective beings, yet they were often confined to reproducing a predetermined world and essence. Although humans have been portrayed as self-directed learners, the actual learning process has always been tied to curriculums, competencies, and fixed outcomes. A truly Copernican shift in learning starts with relocating lifelong learning to an object-oriented perspective. Post-humanism rejects human pretentious subjectivity and reduces the burden of knowledge imposed upon them by the world. The traditional subject-centered learning theory was reinterpreted as object-oriented in this paper. The essence of the post-lifelong learning concept we are discussing is to move away from understanding learning as the accumulation of individual knowledge by Cartesian individuals. Instead, it is about viewing learning in terms of 'extension performed by activity systems'. In this paper, the researchers, first, redefined the concept of learning within the context of the 'more-than-human' dimension. Second, the learning process was redefined as an activity within a learning system that transcends the object-centeredness of learning and encompasses a systematic level including human-material-desire-movement. Third, the learning system was conceptualized based on the idea of assemblage or assemblage ontology. The combination and movement within the system are described as a process of 'becoming' that emerges from and is produced within the system's elements. Fourth, this lifelong learning phenomenon centered around the 'learning system' was differentiated from the previous learning ontology, which was based on isomorphism. We define this new framework as 3.0, that is, post-lifelong learning, marking it as distinct from the previous lifelong learning concepts of 1.0 or 2.0.

The Use of Mindo (Mini Panggung Dongeng) Media in Students Speaking Skills

The aim of this research is to examine the use of MINDO (Mini Panggung Dongeng) as a media in teaching students' speaking abilities at MTs Al Ma'Mur. This research focuses on the difficulties that the students encountered and the advantages in the implementation of MINDO. This research is qualitative research, with a descriptive qualitative approach to describe in detail about the use of MINDO in students’ speaking skill. In order to gather the data, the researcher conducted observation and interviews in the 8th grade of MTs Al Ma’Mur Tangerang. After gathering the data, the researcher analyzed the data qualitatively. The results of the research showed that the difficulties faced by MTs Al Ma’Mur students are the lack of time allocation, the preparation of the puppets, noises from the students during the storytelling due to their excitement, and the unequal comprehension of the students after the story being told. The advantages include the students’ attention that was centered to the MINDO, the increase of students’ motivation and confidence in speaking, the interesting and fun learning process, and also the active learning process. Further research can be carried out by using CAR (classroom action research) in order to find the improvement on the implementation of MINDO in speaking skills regarding to the future directions.

Teachers’ perceptions on the need to use digital storytelling based on local wisdom to improve writing skills

Background: Important to improve writing skills in elementary school students; therefore appropriate teaching materials are needed to fulfil learning facilities. Digital storytelling based on local wisdom is a teaching material solution that is relevant to the times and precisely facilitates storytelling learning to improve students’ skills of expression through writing.Aim: Purpose of this study was to describe teachers’ perceptions of the importance of digital storytelling based on local wisdom in improving writing skills.Setting: This research begins with a survey of several elementary schools in the Pandeglang Regency of Indonesia to explore the extent to which digital storytelling is based on local wisdom selected by purposive sampling.Methods: Collection of research data combines quantitative and qualitative methods and uses data triangulation techniques. Quantitative data were obtained through a questionnaire instrument filled out by 60 teachers, while quantitative data were obtained through semi-structured interviews conducted with 24 teachers. The collected data were then analysed using descriptive methods.Result: Results of this study are that teachers respond that it is imperative to develop storytelling material through digital storytelling based on local wisdom to improve elementary school students’ writing skills.Conclusion: Digital storytelling learning based on local wisdom is urgently needed to improve students’ writing skills. Based on this, it is important to develop storytelling materials based on local wisdom through the use of digital storytelling to improve elementary school students’ writing skills.Contribution: This research can be an input for educators, especially elementary school teachers, in innovating to develop teaching materials to create an active and fun learning process to achieve learning goals.

The online interactive visual learning improves learning effectiveness and satisfaction of physicians with postgraduate year during the COVID-19 pandemic in Taiwan

BackgroundsMedical education has shifted from passive forms of teaching to more active learning strategies, particularly in response to the COVID-19 pandemic. Research has discussed the challenges and disadvantages associated with online education, but there is limited documentation on physicians’ perceptions of this sudden and unexpected transformation in medical education. This study aimed to determine the effect of online interactive visual learning on physicians’ perceptions of the effectiveness and their satisfaction with this online learning experience.MethodsWe routinely recruited 64 unclassified physicians in the hospital’s postgraduate year (PGY) program between September 2021 and April 2022. PGY physicians received an online interactive visual learning course. Online (Google Form) testing and questionnaires before and after this course evaluated learning performance, learning attitude and satisfaction of these physicians.ResultsThe interactive online learning tools facilitated the physicians’ active learning processes by reducing their learning burden (burden vs. no burden: 4.69% vs. 68.75%) and increasing their learning interest (interest vs. no interest: 84.38% vs. 3.12%) in the online format. Post-test scores were significantly improved compared with pretest scores (post-test vs. pre-test: 5 vs. 4; p < 0.05) and their imaging recognition was markedly improved from baseline (post-test vs. pre-test: 85.19% vs. 61.11%). Levels of satisfaction correlated positively with the physicians’ learning burden (rs = 0.541), learning interest (rs = 0.562), and perceived benefits of imaging recognition (post-course: rs = 0.508; future: rs = 0.563) (all p < 0.05).ConclusionsOur online course with interactive visual learning facilitated PGY physicians’ learning performance, levels of satisfaction, interest, and perceived benefits of online learning. Hospitals and policymakers need to be aware that this learning approach can markedly enhance physicians’ academic outcomes and levels of clinical practice.

Implementation of the Jigsaw Model to Improve Critical-Thinking Skills

Critical thinking skills require an active learning process that involves deciding whether to agree or disagree with the information, making judgments to ensure correctness, and correcting inaccurate information to generate new ideas. This study employed Classroom Action Research (CAR) with the main objective of identifying learning models that can increase student involvement in learning mathematics and improve students’ critical thinking skills. This study aims to improve students’ critical thinking skills using the Jigsaw cooperative learning model. The teacher conducting the study used the applied learning model, while the researcher acted as an observer. This activity involved twenty-five tenth grade and was conducted at Madrasah Aliyah Al Muayyad Surakarta. The results showed that by implementing the Jigsaw cooperative learning model, there was an increase in the process of learning mathematics in both cycles. The results showed the jigsaw learning model could improve students’ critical thinking skills with an average increase of 43% in critical thinking skills before the study.

Neural-physics multi-fidelity model with active learning and uncertainty quantification for GPU-enabled microfluidic concentration gradient generator design

The microfluidic concentration gradient generator (μCGG) is an important biomedical device to generate concentration gradients (CGs) of biomolecules at the microscale. Nonetheless, determining their operational parameter values to generate complex, user-specific, biologically desired CGs is not trivial. This paper presents a neural-physics multi-fidelity model (NP-MFM) to predict CGs with equivalent accuracy as high-fidelity CFD simulation at ultra-fast computational speed through a novel uncertainty- and distance-based active learning process. The verified NP-MFM, along with the genetic algorithm, is implemented on a GPU platform to search optimal values of operational parameters that generate CGs closely matching user-prescribed profiles. Results show that the NP-MFM is a feasible multi-fidelity modeling approach for rapid and accurate prediction of CGs (with 0.019s/simulation) and can be used for GPU-enabled μCGG design optimization and automation. Furthermore, design CGs generated by the proposed method match user-prescribed CGs very well with an averaged discrepancy less than 0.34.

Merdeka Belajar–Kampus Merdeka (MBKM) to strengthen the culture and citizenship literacy of EFL pre-service teachers

The purpose of this study is to explain and describe the role of the Merdeka Belajar–Kampu Merdeka (MBKM) or the Independent Learning Program in enhancing the culture and citizenship literacy of EFL (English as a Foreign Language) pre-service teachers at Universitas Almuslim, Indonesia, through the PERMATA-SAKTI Program, a student exchange program. This research employed a mixed method. The respondents of this study were prospective EFL teachers who participated in the program. Five informants were interviewed extensively to collect qualitative data. The interviews were transcribed and the results were analyzed through thematic analysis. A number of 35 pre-service EFL teachers filled in a closed-ended questionnaire to collect quantitative data. These data were analyzed descriptively. The findings of this study indicated that the program could strengthen the cultural and citizenship literacy of EFL pre-service teachers by introducing culture and diversity through the online learning process. The active combined learning process revealed the values of solidarity, tolerance, diversity, and unity. EFL pre-service teachers developed an attitude of mutual respect through a dynamic learning process involving diverse languages, races, ethnicities, religions, and worldviews. This study concluded that the PERMATA-SAKTI Program effectively strengthened the EFL pre-service teachers’ cultural and citizenship literacy.

A human-like action learning process: Progressive pose generation for motion prediction

Human motion prediction is crucial for the human–robot inter-action and self-driving. We human beings learn an action with two stages, i.e., the approximation stage and the adjustment stage. While the first stage learns an approximate pose in general, the second stage learns more details. Based on this observation, this paper proposes a new two-stage framework to predict the upcoming human motion poses progressively based on a historical sequence. In the approximation stage, we adopt the motion attention network to derive an approximation of the upcoming poses. In the adjustment stage, we propose a novel fine-tuning network that can extract both spatial and temporal features to enhance the prediction accuracy. To imitate the action learning procedure of our humans, the adjustment stage in our progressive prediction framework continuously adjusts the pose many times via a series of fine-tuning networks. Extensive experiments on three benchmark datasets (i.e., Human3.6M, CMU-Mocap, and 3DPW) show that our proposed method can outperform state-of-the-art methods in both short-term and long-term predictions.