Effectiveness Of Interactive Learning Research Articles

Innovative Pedagogies: The Impact of Interactive Learning on EFL Students’ Attitudes and Individualized Learning Opportunities in HE

The sudden transition from a face-to-face learning environment into a flipped classroom due to the COVID-19 pandemic has affected the education process (Fanounna, 2021). This study aims to examine the impact of adopting innovative pedagogies and interactive learning on developing EFL students’ attitudes toward learning the English language and to investigate how students feel about the effectiveness of interactive learning in developing individualized learning and a good learning process. In addition, the study aims to identify the most common challenges, that students face when using educational technology. To achieve the purposes of this study, the researcher developed a 5 Likert scale questionnaire consisting of three parts. The validity and the reliability of this instrument were tested and assured. The selected sample consisted of 112 freshman students distributed randomly in the two available sections at the Nablus branch of Al-Quds Open University during the second semester of the academic year 2022-2023. These two sections were randomly distributed into two groups, control and experimental. Therefore, the quasi-experimental method was used. The results of the study revealed that the interactive teaching/learning method had positively influenced students’ attitudes towards the English language. In addition, the results showed that the use of educational technologies offers a better opportunity to support individualized learning processes. Moreover, the results of the study revealed the most common difficulties and challenges associated with adopting interactive learning. Finally, the study recommended developing and including more interactive content and adopting new methodologies that focus on boosting language proficiency in HE in Palestine.

Higher pedagogical education in the European Union: Innovative technologies

Higher teacher education in European countries has undergone a remarkable transformation due to the constant convergence of educational systems and institutions of higher education in Western Europe. The aim of the article is to analyze the experience of using innovative technologies in higher pedagogical education in the European Union countries. Methods of analysis and synthesis, prediction, comparison, and abstraction were used to realize this main task. The results traced the main innovative technologies popular in European pedagogical universities. The effectiveness of interactive learning, modular education system, technology of level differentiation, methods of learning through research (use of the project method), E-learning, and deep use of digital platforms, which contributes to the formation of theoretical and practical knowledge, development of critical thinking and creative potential in higher education applicants is demonstrated. It is pointed out that e-learning based on university platforms allows users to actively participate in various international educational projects, creatively interact with other users and even create new content. Several European universities (from France, Germany, Austria, and other countries) have merged their e-learning platforms into one professional global service called web2.0. Important directions for the further development of teacher education will be heutagogy, peeragogy, or paragogy and cybergogy. The conclusions stressed the importance of further integration of digital innovative methods to teaching pedagogical disciplines.

Effectiveness of Interactive Learning and Discovery Learning Models on Student Learning Outcomes and Activities in Environmental Change

This study aims to determine the differences in student learning activities and outcomes in environmental change materials using interactive learning and discovery learning models. The research method used was a quasi-experimental research with a pretest posttest non-equivalent control group design. Retrieval of data using cluster random sampling method. The total sample of 64 students came from class X IPA 3 which applied the interactive learning model and class X IPA 4 which applied the discovery learning model. The results showed that there were differences in student learning activities in the two classes. Information was obtained in the interactive learning class that the learning activity criteria were very good in all aspects observed, while in the discovery learning class there was one aspect that had very good criteria and five other aspects had good criteria. Based on the results of the analysis N-Gain shows that there are differences in student learning outcomes for the two classes observed. In the interactive learning class the N-Gain value reaches 0.70 (high category) in the discovery learning class reaches 0.46 (medium category). Keywords: interactive learning, discovery learning, learning activities, and learning outcomes. Abstrak: Penelitian ini bertujuan mengetahui perbedaan aktivitas dan hasil belajar siswa pada materi perubahan lingkungan menggunakan model interactive learning dan discovery learning. Metode penelitian yang digunakan yaitu quasi experimental researach dengan desain penelitian pretest posttest Nonequivalent Control Group Design. Pengambilan data menggunakan metode cluster random sampling. Jumlah sampel 64 siswa berasal dari kelas X IPA 3 yang diterapkan model interactive learning dan kelas X IPA 4 yang diterapkan model discovery learning. Hasil penelitian menunjukkan adanya perbedaan aktivitas belajar siswa pada kedua kelas, diperoleh informasi pada kelas interactive learning kriteria aktivitas belajar sangat baik pada semua aspek yang diaamati sedangkan kelas discovery learning terdapat satu aspek yang memiliki kriteria sangat baik dan lima aspek lainnya memiliki kriteria baik Berdasarkan hasil analisis N-Gain menunjukkan hasil belajar siswa terdapat perbedaan untuk kedua kelas yang di amati. Pada kelas interactive learning, nilai N-Gain mencapai 0,70 (kategori tinggi) pada kelas discovery learning mencapai 0,46 (kategori sedang). Kata kunci: interactive learning, discovery learning, aktivitas belajar, dan hasil belajar. DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp39-49

"We Learn and Teach Each Other": Interactive Training for Cross-Cultural Trauma-Informed Care in the Refugee Community.

This paper introduces culturally responsive and trauma-informed mental health training modules to build and enhance competences and partnerships among mental health professionals and refugee community leaders, while facilitating intercultural, mutual learning between participants from various cultural and professional backgrounds. Focus group interviews and participant self-reflections with the training participants (N = 54) were analyzed using thematic analysis. Findings revealed an enhanced understanding of culturally unique as well as universal trauma responses and coping in the refugee community, which led to the building and strengthening of a sense of community and an expansion of social networks and support systems. This study highlights the effectiveness of interactive learning and knowledge transference among participants with various cultural and professional backgrounds, showing that face-to-face interactions and mutual learning reportedly facilitated building relationships and trust among participants and especially those between refugee/immigrant community leaders and service providers.

Crossover Approach utilizing Ant Colony Optimization (ACO) and Neural Network for Anonymization in Big Data

With the expansion of distributed computing environment, many learning problems now need to affect with distributed input data. Applying Machine Learning techniques to guard privacy is termed as Privacy aware Machine Learning which can be simply accomplished by first anonymizing a dataset before liberating it for the determination of data mining or knowledge extraction. To reinforce support in learning, it is significant to deal with the privacy concern of every data holder by extending the privacy preservation notion to original learning algorithms. Hence, a hybrid algorithm variant that incorporates back propagation algorithm with Ant colony Optimization (ACO) in Map Reduce framework is proposed. The proposed work permits a neural network to be trained without demanding either party to reveal data to the opposite. Human background is applied via interactive Machine Learning to the method of anonymization; this is often done by eliciting human preferences for preserving some attribute values over others within the light of specific tasks. The effect of interactive learning within the sector of anonymization will greatly depend upon the experimental setup, like an appropriate choice of application field and selection of suitable test focuses. Further, human knowledge in proposed MapReduce computer cluster yield a measurably better classification result for big data application. We offer complete correctness and security analysis of our algorithms. Our experiments show that proposed work results in significantly improved classification effects than a rigid automatic approach.

The Effectiveness of Interactive Learning Based on Quizziz Applications Among Students of Tourism and Hospitality Marketing

Various techniques and approaches are introduced to ensure the teaching process more interesting and efficient. In line with global progress, educators are beginning to be interested in integrating the R&D process with technological advances, such as; the same online application available for free or for free. Quizziz application is one of the methods in today's interactive learning. It is an alternative method that enhances student motivation in classroom learning. The purpose of this study is to look at the effectiveness of this method on students taking Tourism and Hospitality course to understand and remember the concept of marketing in tourism and hospitality industry. Besides that, through class through online can increase their desire to build student self-esteem. In this study, researcher involve third semester of Tourism Management students in Politeknik METrO Betong Sarawak which only have 15 students in the class to be the respondent for this study. Based on previous observations made through the knowledge test in the classroom, it was found that the results obtained by the student sample were at a poor level. The use of the Quizziz application portal in the form of personal trainings, reviews and online assignments has shown that students are increasingly stimulated and excited to learn the concept of marketing in tourisn and hospitality industry. The findings show that there is an increase in student achievement where the comparison between the Pre-Action Test and the After-Action Test towards these 15 students has showed good improvement. In addition, the findings from the questionnaire also showed that students also showed interest and interest in the teaching method. Therefore, this online teaching method is an effective alternative medium for teaching DTM5043 Tourism and Hospitality course.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS ADOBE FLASH CS3 PROFESSIONAL PADA MATERI PENYAJIAN DATA

The purpose of this research are : 1) knowing the process of developing interactive with using Adobe Flash CS3 Professional media, 2) knowing the effectiveness of interactive learning with using Adobe Flash CS3 Professional media, 3). knowing the ability of students' mathematical understanding after using the Adobe Flash CS3 Professional media. The type of research is Research and Development (R & D) with One-Group Pretest-Posttest. The research was conducted at Mardi Waluya 2 Sukabumi Junior High School in the 2018/2019 semester event. The writer take the population of this study is on VII class. The sample used simple random sampling and for the instruments used were validation questionnaires media and tests. Data analysis techniques are using the Likert scale for validation questionnaires media, using the T test to determine effectiveness, and N-Gain to determine the increase in students' mathematical understanding skills. Interactive learning media are valued by media experts and material experts, with the results obtained that are valid so that they can be used in learning. The results of the effectiveness test are Thit (8.78)> T table (1,699) with a significant level used which is 5%. With high criteria of N-Gain test results are 75.61. Based on the results of these studies, interactive learning with using Adobe Flash CS3 Professional media can be effective in learning and can improve students' of mathematical understanding skills.

The Effectiveness of Interactive Learning in Manufacturing Engineering

Interactive learning is a pedagogical model that encourages students to be part of the lesson instead of passive observers, quietly sitting at a desk taking notes or memorizing information. Students interact with the material, each other and the teacher in an active way. The new emerging technologies that can overcome some of the potential difficulties in this area includes computer graphics, augmented reality, computational dynamics, and virtual worlds. Therefore, the manufacturing industry relies on new design concepts and methods undertake the challenges in integrating technologies to expedite the march towards industrial revolution 4.0.This paper reviews and investigates the current context of the use of interactive learning such as Virtual Reality(VR),Augmented Reality(AR),Computer aided design and manufacturing(CADCAM), computer graphics, computational dynamics and new emerging technologies that effect on students and lectures in learning and teaching environments for Manufacturing Engineering. Interactive learning is part of the factors that could influence the self-learning and regulations environments.

Interactive Learning of a FALCON for a Card Game

Among many reinforcement learning methods, FALCON is a machine learning method which is an extend fuzzy ART(Adaptive Resonance Theory), and can appropriately discretize a state space. FALCON is an on-line method proposed by Ah-Hwee Tan. It can discretize a state space and learn action rules simultaneously by learning relations among percepts, actions, and rewards. In this study, a learning agent using FALCON is interactively trained, and the learning effect is measured through experiments. In experiments, the learning agent learns by playing 50,000 card games of “Hearts” against three rule-based agents. Then, the interface that agents can interactively play the game with human cooperators is made so that human cooperators can play the game against the learning agent to strengthen it. It continues learning during games. The effectiveness of interactive learning is ascertained through the experiments.

Interactive learning, informal networks and innovation: Evidence from electronics firm survey in the Pearl River Delta, China

Learning by interacting defines the endogenous path of economic development in modern innovation studies. In this paper, we aim to investigate the way that firms undertake interactive learning in the Chinese context by introducing the role of informal Guanxi network. In this way, this paper tries to bridge the gap between studies on firm innovation activities and those on the role of informal network for business performance. Based on an electronics firm survey in the Pearl River Delta, China, this article demonstrates that firms undertaking the highest intensity of interactive learning with the widest scope of business partners, such as foreign customers, domestic customers, parent companies, universities and sales agents, tend to achieve better innovation outcomes. It also verifies a more important role of interactive learning in incremental product innovation than in discontinuous innovation as electronics firms operate in highly modularized value chains. Furthermore, the intensive interactive learning firms have a much higher tendency to apply informal Guanxi networks with long-term business partners as a complement to deficient formal institutions in interactive learning than other firms. Overall, this paper contributes to the understanding of the form and effect of interactive learning in the Chinese context. Finally, the paper addresses the possible lock-in issue and points out further research questions on the changing pattern of interactive learning within a maturing institutional framework.

EFEKTIFITAS MODEL PEMBELAJARAN DIRRECT INSTRUCTION DENGAN STRATEGI MOTIVASI ARCS PADA MATERI GRAPH

Graph materials contains declarative knowledge and procedural knowledge. In Graph subject included declarative knowledge is the graph terminology while those included procedural knowledge is how to determine the settlement of problems by using the algorithm methods associated with Graph. Dirrect instruction that relies on principles of behavioral and social learning theory, has been specifically designed to support students' learning processes associated with procedural knowledge and declarative knowledge is well structured and can be taught with the pattern of activity that gradually, step by step. ARSC motivation strategies (Attention, Relevance, Confidence, Satisfaction) is a strategy that can increase the motivation on learning materials and learning activities of students. Application of direct instruction model with ARCS motivational strategies is one solution to resolve the issue. The purpose of this study was to determine whether the aplication of direct istruction model using ARCS strategy on graph materials subject (1) the mastery learning is achieved, (2) students' learning activities are effective, (3) students' responses are positive, and (4) the effectiveness of model is reached. This research is a qualitative descriptive research. The subjects of this research are students who take Discrete Mathematics course in Educational Mathematics Program, Department of Educational Mathematics and Science, FKIP, Sebelas Maret University Surakarta. The results is (1) mastery learning achieved, (2) learning activities are effective, (3) students' response considered positive, (4) the effectiveness of interactive learning on graph is achieved. Keywords: Dirrect Instruction Model, Motivation Strategies ARCS, Discrete Mathematics, Graph

The Evaluation of a Workshop to Promote Interactive Lecturing

Background: The lecture is the most widely used method of teaching in medical education. Although effective lecturing has been described in the literature, many question whether problem-solving skills or attitudes can be transmitted using the traditional lecture. Introducing interactive techniques can promote learner participation and, as a result, can lead to a higher level of learning. This article assesses the effectiveness of interactive learning. Description: A 4-hr workshop has been offered for 4 consecutive years to faculty members in the Faculty of Medicine at McGill University to allow participants to explore interactive techniques and incorporate them into their lectures. For this study, an evaluation was conducted of the workshop given in Spring 1996. The experimental group consisted of the first 60 faculty members to register for the workshop, and the comparison group comprised the 40 individuals on the waiting list. Three instruments were used in the evaluation. An immediate postworkshop questionnaire was completed by the participants. Six months after the session, a 6-month postworkshop questionnaire was completed by the experimental and comparison groups that explored the use of interactive lecturing techniques since the workshop. In addition, 23 individuals from the experimental group and 14 from the comparison group were videotaped 6 months after the session and were scored on a videotape observational grid by an independent rater. Evaluation: Overall, the workshop was deemed very useful by the majority of the participants. On the 6-month postworkshop questionnaire, the only difference found in the demographic data between the 2 groups was in the number of years of teaching experience. The experimental group had given more interactive lectures over the past 6 months and had used more audience responses, certain types of questions, audience surveys, live interviews, verbal and written cases, and study guides. From the videotape observational data, the experimental group scored higher in questioning and engaging the audience, and in using nonverbal gestures. As well, this group received higher ratings for their interactivity and for the students' responsiveness. Conclusions: Interactive lectures can increase student participation and involvement in the large class lecture. This 4-hr workshop, designed to promote the use of interactive lecturing techniques, can be considered successful based on self-reports from participants as well as from observational data.