Interactive Learning Strategies Research Articles

A rolling bearing fault diagnosis method based on interactive generative feature space oversampling-based autoencoder under imbalanced data

With the rapid development of railroads and the yearly increase in the scale of operation, the safe operation and maintenance of rail trains have become particularly important. Among them, deep learning-based bearing fault diagnosis methods have attracted more and more attention in rail train operation and maintenance. However, rail trains usually operate normally. Collecting complete fault data for deep learning model training is often difficult. Such scenarios with a large difference between the number of normal data and fault data usually affect the performance of fault diagnosis models. Here, an interactive generative feature space oversampling-based autoencoder (IGFSO-AE) is proposed to realize fault sample generation under imbalanced data. First, the original vibration signal is converted into a semantically stable amplitude–frequency signal by fast Fourier transform and input into the autoencoder; second, the order of the hidden layer space features of the autoencoder is randomly exchanged, and the interactive sample generation learning strategy trains the autoencoder; then, interpolation oversampling is used to interpolate samples in the hidden layer space where the Euclidean distance between samples is large, and is input into the decoder, the generated samples are mixed with the original samples to form a new training set, which is used to train the intelligent fault diagnosis model and output the diagnosis results. Finally, the performance of the proposed method is evaluated using the publicly available bearing dataset and the bogie-bearing fault simulation bench in our lab. The experimental results show that IGFSO-AE can generate diverse samples with incremental information and exhibits robustness and superiority in different imbalanced proportions of data.

Implementation of Citizenship Education Through the Pancasila Values in Handling Bullying Cases in Elementary School

Handling cases of bullying at school base is challenge serious in need approach holistic. In context this is education citizenship with Pancasila values have role central in forming awareness nationality, character students, and build environment inclusive and safe schools . Through education citizenship, students can understand rights and obligations as citizens as well internalize moral values such as each other respect, empathy, and justice are instilled in Pancasila. The role of the teacher as facilitator understanding Pancasila values and their relationships with cases of bullying are very important, but so is support active from parents in forming character children at home. With integration Pancasila values in curriculum and implementation of interactive learning strategies, schools can create environment positive and supportive learning growth student in a way holistic, as well give contribution real in handle problem social such as bullying in the environment school.

The design and evaluation of gamified online role-play as a telehealth training strategy in dental education: an explanatory sequential mixed-methods study

To evaluate user perceptions and educational impact of gamified online role-play in teledentistry as well as to construct a conceptual framework highlighting how to design this interactive learning strategy, this research employed an explanatory sequential mixed-methods design. Participants were requested to complete self-perceived assessments toward confidence and awareness in teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire and participate in an in-depth interview to investigate their learning experience. The data were analyzed using descriptive statistics, paired sample t-test, one-way analysis of variance, and framework analysis. There were 18 participants who completed self-perceived assessments and satisfaction questionnaire, in which 12 of them participated in a semi-structured interview. There were statistically significant increases in self-perceived confidence and awareness after participating in the gamified online role-play (P < 0.001). In addition, the participants were likely to be satisfied with this learning strategy, where usefulness was perceived as the most positive aspect with a score of 4.44 out of 5, followed by ease of use (4.40) and enjoyment (4.03). The conceptual framework constructed from the qualitative findings has revealed five key elements in designing a gamified online role-play, including learner profile, learning settings, pedagogical components, interactive functions, and educational impact. The gamified online role-play has demonstrated its potential in improving self-perceived confidence and awareness in teledentistry. The conceptual framework developed in this research could be considered to design and implement a gamified online role-play in dental education. This research provides valuable evidence on the educational impact of gamified online role-play in teledentistry and how it could be designed and implemented in dental education. This information would be supportive for dental instructors or educators who are considering to implement teledentistry training in their practice.

Artificial Intelligence in Education: A Hindrance or an Enabler?

Outside of typical educational settings, Artificial Intelligence (AI) may provide real-time feedback, adjust course content dynamically, and evaluate student involvement through interactive learning strategies. By providing learners with a unique educational experience, artificial intelligence improves instructional techniques. Instructors who employ AI in the classroom, on the other hand are most afraid of losing their jobs in large numbers. Workers in a variety of industries, education not being spared in this regard, will eventually be replaced by robots and algorithms as machines grow more adept at handling complicated tasks due to the massive levels of automation brought about by the rapidly advancing field of artificial intelligence. A person’s ability to support themselves and maintain the social cohesiveness and a sense of community that come from meaningful work is negatively impacted by losing their job. Therefore, it’s important to strike a balance between the benefits AI can provide and any potential ethical or other problems.

Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays.

A teacher's professional identity development is a dynamic and continuous process that requires rigorous, longitudinal, faculty development initiatives which are designed to work on individual professional growth. Impact of such programs must be evaluated by qualitative means to identify the process of change; The purpose of our study was to investigate whether and how our thoughtfully designed 6-month certificate program has transformed the professional identity of medical teachers. The study was conducted in National University of Medical Sciences, Pakistan using thematic analysis, wherein a weekly task of guided reflective writing, on Moodle, was given. Data was analyzed in six phases to achieve credibility and transferability. By analyzing 202 reflective writings, seven subthemes were identified which manifest transformation in certain aspects of identity of participants and grouped under three major themes. The seven subthemes represent transformative journey of participants and include recognizing millennial learners' dilemma, identifying learning gaps and overcoming barriers, discovering a newer version of self, alternative frame of thinking, transforming traditional classroom, conducive learning environment and Community of Practice. Three major themes identified were Awareness, Modeling and Socialization which represent three processes bringing transformation in participants. Our faculty development program has transformed certain aspects of professional identities of medical teachers by incorporating informal teaching strategies of experiential learning, professional socialization, reflections, and role modeling. Participants' beliefs and practices on teaching were challenged by giving a disorienting dilemma of millennial learners and learning theories. They underwent critical discourse with professional peers and mentors in community of practice, reflected on their traditional teaching practices, acquired new insight, underwent self-discovery, and introduced digitalization and interactive learning strategies within their classrooms.

It Takes a Village: An Interdisciplinary Approach to Preparing Internal Medicine Residents to Care for Patients at the Intersection of Women's Health, Gender-Affirming Care, and Health Disparities.

Objective: To create an interdisciplinary curriculum to teach key topics at the intersection of women's health, gender-affirming care, and health disparities to internal medicine (IM) residents. Materials and Methods: A core team of faculty from IM, Obstetrics and Gynecology, and Surgery partnered with faculty and fellows from other disciplines and with community experts to design and deliver the curriculum. The resulting curriculum consisted of themed half-day modules, each consisting of three to four inter-related topics, updated and repeated on an ∼3-year cycle. Health equity was a focus of all topics. Module delivery used diverse interactive learning strategies. Modules have been presented to ∼175 residents annually, beginning in 2015. To assess the curriculum, we used formative evaluation methods, using primarily anonymous, electronic surveys, and collected quantitative and qualitative data. Most surveys assessed resident learning by quantifying residents' self-reported comfort with skills taught in the module pre- and postsession. Results: Of 131 residents who completed an evaluation in 2022/23, 121 (90%) "somewhat" or "strongly" agreed with their readiness to perform a range of skills taught in the module. In all previous years where pre- and postsurveys were used to evaluate modules, we observed a consistent meaningful increase in the proportion of residents reporting high levels of comfort with the material. Residents particularly valued interactive teaching methods, and direct learning from community members and peers. Conclusion: Our interdisciplinary curriculum was feasible, valued by trainees, and increased resident learning. The curriculum provides a template to address equity issues across a spectrum of women's and gender-affirming care conditions that can be used by other institutions in implementing similar curricula.

Distilling Privileged Knowledge for Anomalous Event Detection From Weakly Labeled Videos.

Weakly supervised video anomaly detection (WS-VAD) aims to identify the snippets involving anomalous events in long untrimmed videos, with solely video-level binary labels. A typical paradigm among the existing WS-VAD methods is to employ multiple modalities as inputs, e.g., RGB, optical flow, and audio, as they can provide sufficient discriminative clues that are robust to the diverse, complicated real-world scenes. However, such a pipeline has high reliance on the availability of multiple modalities and is computationally expensive and storage demanding in processing long sequences, which limits its use in some applications. To address this dilemma, we propose a privileged knowledge distillation (KD) framework dedicated to the WS-VAD task, which can maintain the benefits of exploiting additional modalities, while avoiding the need for using multimodal data in the inference phase. We argue that the performance of the privileged KD framework mainly depends on two factors: 1) the effectiveness of the multimodal teacher network and 2) the completeness of the useful information transfer. To obtain a reliable teacher network, we propose a cross-modal interactive learning strategy and an anomaly normal discrimination loss, which target learning task-specific cross-modal features and encourage the separability of anomalous and normal representations, respectively. Furthermore, we design both representation-and logits-level distillation loss functions, which force the unimodal student network to distill abundant privileged knowledge from the well-trained multimodal teacher network, in a snippet-to-video fashion. Extensive experimental results on three public benchmarks demonstrate that the proposed privileged KD framework can train a lightweight yet effective detector, for localizing anomaly events under the supervision of video-level annotations.

Application of the Demonstration Method in Islamic Religious Education Learning in Improving Student Learning Outcomes

Purpose of the study: The aim of this research is to find out whether there is an increase in student learning outcomes in Islamic Religious Education subjects by implementing the Demonstration Method in class VIII in junior high school.&#x0D; Methodology: This research uses a classroom action research approach with two cycles. Each cycle consists of four stages, namely planning, implementation/action, observation, and reflection. The subjects of this research were 28 students in class VIII of junior high school. Data is collected through observation, tests and documentation. Data analysis was carried out using qualitative analysis techniques through the Milles and Huberman interactive model in three stages: data reduction, data presentation, and conclusion/verification, as well as quantitative analysis techniques with descriptive statistics.&#x0D; Main Findings: The research results show that the application of the Demonstration Method significantly improves student learning outcomes in Islamic religious education subjects. At the pre-cycle stage, the percentage of student learning outcomes was 71%. After applying the Demonstration Method, learning outcomes increased to 78% in cycle I. A significant increase occurred in cycle II, where student learning outcomes reached a percentage of 88%. These results indicate that the Demonstration Method is effective in improving students' understanding and learning outcomes in Islamic religious education subjects.&#x0D; Novelty/Originality of this study: This research contributes to the development of learning methods with a focus on the Demonstration Method in the context of Islamic Religious Education learning. The findings of this research provide empirical evidence that the Demonstration Method can help improve student learning outcomes. The results of this research can be used as a reference for educators, researchers and educational practitioners in designing more effective and interactive learning strategies in facilitating students' understanding of lesson material.

Development of soft skill-based interactive media on thematic learning

An interactive learning strategy was a method or technique the teacher used when presenting learning materials where the teacher became the main actor in creating an educative interactive situation. The objective of this study was to create interactive media for theme learning that focuses on the development of soft skills and to evaluate its quality and usefulness. This study used Borg and Gall's Research and Development (R&amp;D) approach, with four parsimonious stages of development: analysis, design, development, and implementation. This research used observation and interview sheets as data collection methods. The assessment of the interactive media's validity, quality, and efficacy based on soft skills was conducted through instrument and product validation methods involving media specialists and reviews from instructors and students. The study showed that students and teachers rated interactive learning media based on soft skills in the high-quality category. In addition, soft skill-based learning media was considered effective in fulfilling the criteria for assessing teacher activity in learning media, namely in the very effective category. It was concluded that the soft skill-based interactive learning media developed in this study were valid, high quality, and effective, so they were suitable for use in Penggalang 4 public elementary schools. We recommend that schools implement interactive media based on soft skills so that students become active and critical learners. Future research can adapt our model to other educational levels or domains, such as employee business development.

Teacher Strategy in Learning Mathematics in Class B At TK Aisyiyah Bustanul Athfal 06 Medan In Academic Year 2023/2024

This research aims to find out the math learning strategies of TK Aisyiyah Bustanul Athfal 06 Medan Class B teachers. The results showed that there were many variations of mathematics learning strategies used by teachers in Teratai class, including direct learning strategies, indirect learning strategies, interactive learning strategies, and autonomous learning strategies, but when used in Teratai class teachers were more likely to use indirect learning strategies, while the use of direct learning strategies, interactive learning strategies, and autonomous learning strategies was still not optimal. So in Mawar class, the strategies used by teachers in teaching mathematics are still relatively single, the strategies used include direct learning strategies, indirect learning strategies, and indirect learning strategies. Among these strategies, Mawar class teachers more often use direct learning strategies. Meanwhile, the use of indirect learning strategies and autonomous learning strategies is still less than optimal.

The making of proficient young EFL learners in a bilingual speaking class: challenges and strategies

Teachers’ strategies to teach students’ speaking skills are very essential to overcome students’ obstacles in learning to speak. The present study aims to explore the challenges faced by EFL teachers and their strategies in boosting speaking skills to young learners at the elementary level which enacts a bilingual class program. Three primary EFL school teachers volunteered to participate in this study. Framed in a case study approach, data were garnered through observation and semi-structured interviews. The data from these two collection methods were analyzed qualitatively. The study findings have revealed several challenges faced by teachers in teaching speaking to young EFL learners such as lack of vocabulary, missing pronunciation, problems with students’ self-confidence, and speaking in line. In response to these, several strategies were applied by the teachers in teaching speaking to young learners, including discussion, games, picture description, and role-play. This study concludes with some pedagogical implications on how EFL teachers reflect on the enactment of interactive learning strategies that should adapt to the material, conditions, and students’ abilities so that the strategies can be adapted to foster proficient young EFL learners.

Integrative Holistic Learning Strategies in Early Childhood Education

Integrative holistic learning is a process of giving full attention to early childhood to improve the quality and ability of children which includes providing nutritional health education services, protection, care and welfare. This study aims to determine the integrative holistic learning strategy in early childhood education. The research method used by researchers is a quantitative method with an observation model, namely conducting direct interviews with teachers. The results of this study indicate that it is important to add insight and broad knowledge about integrative holistic learning strategies in early childhood education. So that it can help solve existing problems and shortcomings regarding integrative holistic strategies in early childhood education, and can form an outstanding and quality generation. From this research it can be concluded that integrative holistic learning strategies in early childhood education are very important and necessary to help the role of a teacher and parents to improve the quality and achievement of children. The limitation in this study is that researchers only conducted research on integrative holistic learning strategies in early childhood education. Therefore, the researcher hopes that future researchers can conduct further research related to integrative holistic learning strategies in early childhood education to be further developed. Researchers also recommend that future researchers use the results of this study as a reference in conducting research on interactive holistic learning strategies in early childhood education.

Enhancing Student Achievement in Senior High School through Curriculum Management in Indonesia

The purpose of this study is to examine student accomplishment, the management of the high school curriculum, and the creation, application, and effects of the curriculum on student achievement. Qualitative research methodologies were employed in this study. Observations and in-depth interviews with educators, school administrators, and other staff members provided the data. A qualitative transcribing approach was employed to examine the data, followed by coding, grouping the key findings of the research, and conclusion. The study's findings indicate that students are on the right track to achieve extraordinary achievements with continuous measurement and evaluation; an interactive learning approach can enhance students' learning experiences, and an educational environment that supports student achievement has been established. Combining these elements has allowed this school to effectively educate its pupils for various competitive and competitive difficulties, making them resilient in the long run. This study emphasizes how important it is for secondary schools to manage their curricula effectively to increase student accomplishment by providing students with relevant, interest-based material. To further improve educational outcomes, interactive learning strategies, more resources, and continuous assessment are helpful.

Enhancing Arabic Learning Outcomes: A Study on the Effectiveness of Think-Pair-Share Model

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; This study investigates the efficacy of the Think-Pair-Share learning model in enhancing Arabic language proficiency. A sample comprising 29 seventh-grade female students participated in the research. Data was gathered through observation, interviews, documentation, and pretest-posttest assessments using a one-group design. The N-gain test was employed for data analysis, providing a precise measure of improvement before and after the intervention. The results demonstrate a significant enhancement in Arabic learning outcomes, affirming the effectiveness of the Think-Pair-Share model. This research underscores the potential of interactive learning approaches for optimizing language education.&#x0D; Highlight:&#x0D; &#x0D; &#x0D; Empirical Study: Utilizing a one-group design, this research evaluates the impact of the Think-Pair-Share model on Arabic language proficiency among seventh-grade female students.&#x0D; &#x0D; &#x0D; Robust Methodology: Data collection encompasses a diverse range of methods including observation, interviews, documentation, and pretest-posttest assessments, ensuring comprehensive evaluation.&#x0D; &#x0D; &#x0D; Positive Outcomes: The results reveal a significant improvement in Arabic language learning, emphasizing the effectiveness of interactive learning strategies and advocating for their integration in language education.&#x0D; &#x0D; &#x0D; Keywrod: Arabic Language Proficiency, Think-Pair-Share Model, Interactive Learning, Language Education, Efficacy Assessment&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Defining Active Learning: A Restricted Systemic Review

What is active learning? While active learning has been demonstrated to have positive impacts on student learning and performance, defining the concept has been elusive. Previous research examining active learning definitions in STEM fields found that the vast majority of published articles did not define active learning, and those that did defined active learning as interacting, engaging, or not lecturing. The current research extends this STEM-focused work by examining both social science and STEM science publications. A restricted systematic review of literature was conducted using the SCOPUS database, resulting in 547 relevant articles focused on active learning from 2017 to 2022. An examination of the articles indicated that 71% of the reviewed articles did not define active learning and that the instructional strategies most often cited as fostering active learning emphasized social interactive learning strategies (e.g., small groups, team-based learning, discussion, and cooperative learning), as well as critical thinking strategies (e.g., problem-based learning, case-based learning, and inquiry-based learning). In addition, an in-depth qualitative analysis of the 161 definitions provided within the articles yielded three main emergent themes: (a) active learning is defined as grounded in student-centered constructivist theory, (b) active learning is defined as promoting higher-order thinking and deep learning, and (c) active learning is defined as an instructional strategy involving activity, participation, and engagement. Given these main findings, a representative definition was created: Active learning is a student-centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking.

Comparative Analysis of Student Performance in Flipped and Traditional Classroom Models

Rapid change in technology has transformed the way of interaction between the teacher and student especially in engineering education where large classes are now common. Students have changed how they want to learn and how quickly they want feedback in their learning. Flipped classroom model has become very important as it promotes active involvement and participation by students and allows the teacher to efficiently engage with students in their learning process. This research study investigates the impact of flipped and traditional classroom models on student performance among third year electrical engineering students. The sample sizes that were considered are 71 and 44 students for year 2019 and 2022 respectively. In the flipped classroom model students were instructed to watch pre-recorded videos before the lecture and during lecture time interactive learning was used to discuss the lecture content. The students performance on four tests were compared between the two groups using t-test analysis. The results show that students who experienced flipped classroom model performed better than the students who attended the traditional class-room model. This finding supports that teaching methods that include interactive learning strategies such as a flipped classroom model can be effective ways of disseminating key engineering concepts to university engineering students.

Effectiveness of Interactive Learning Strategies in Teaching World History

The study aimed to identify the effectiveness of interactive learning strategies in teaching world history of Grade 8 students. This quasi-experimental phase of the study involved 30 match-paired number of Grade 8 students of Southville I Integrated National High School, academic year 2019 – 2020. Statistical formula like mean, standard deviation, and paired t-test analysis were utilized in determining the significance of the differences between the formative, pre-test and post-test mean scores of the students in the experimental group and comparison group. Based on the findings of the study, it was concluded that there is no significant difference between the post-test mean score of the experimental and comparison group. Likewise, it was concluded that the two groups partly upheld the null hypothesis such that there is no significant difference between the mean scores of the students in the formative test. In the result, there is only one rejected hypothesis wherein the entire group had shown high scores because of the given learning strategies to the learners. The null hypothesis stating that there is no significant difference between the post-test mean score of the comparison and experimental group is hereby rejected. There is a large effect on the given exercises to the learners due to its own given problem that some of the students who had been experiencing the new way of teaching really give an evaluation of high scores rather than in the traditional way of teaching.

Interactive Learning Strategies and the Vocabulary Knowledge of Grade Seven Students

Vocabulary is an essential component that one should be mastered in language learning. A robust vocabulary matters because it improves all areas of communication-listening, speaking, reading and writing. The students’ vocabulary will be their tool towards achieving the concept of what they are trying to read or listen. It is a pre-requisite for grammar and language proficiency. In this study, the researcher employed the interactive learning strategies (ILS) such as the word wizard, word connect, syntonyms word game and day’s word in teaching English subject among sixty (60) Grade 7 students who are divided into two experimental groups to find out whether these strategies will help the students improve their vocabulary knowledge in terms of word meaning, word use and context clues. Based on the results of the study, the findings revealed that there is a significant difference between the pretest and posttest mean scores of experimental group 1 which indicates that the use of interactive learning strategies-word wizard and word connect helped students to improve their vocabulary knowledge. Likewise, similar findings for experimental group 2 was obtained due to a significant difference between their pretest and posttest mean scores which signifies that the use of interactive learning strategies-syntonyms word game and day’s word, improved their vocabulary knowledge. Thus, the null hypotheses are rejected.

Digital-Based Islamic Religious Education (IRE) Learning Model at Senior High School

Contemporary learning trends lead to digital implementation. Digitalization of learning has implications for the effectiveness and efficiency of achieving learning objectives. Demand and need for implementing digital-based learning in Moral and Islamic Religious Education (Pendidikan Agama Islam dan Budi Pekerti, PAI dan BP) because the students are millennials. Digital-based learning design includes objectives, teaching materials, digital media, methods, and evaluation (assessment tools). This study aimed to find a digital-based learning model for PAI and BP subjects at senior high schools. This type of research was qualitative. Observation, interviews, and document studies carried out techniques of data collection. Data was collected through various settings, sources, and methods. Data analysis techniques used data condensation, information disclosure, and conclusion. The study results showed that the digital-based Islamic religious learning approach was scientific and student-centered; Islamic religious learning used Google Classroom, assisted by WhatsApp. Teaching materials were designed as power points, pdf books, and videos. The digital learning model with a student-centered approach has several indicators, including interactive digital learning strategies, lecture methods, assignments, simulations, inquiry, and Islamic religious learning-specific scenarios, namely habituation, exemplary, praise, and threats. Learning techniques use WhatsApp, connected to other social media such as Facebook and Instagram. Learning tactics through humor, singing, rhetoric, and surprise. The implications of implementing digital-based learning models can create a learning atmosphere that encourages students to be more interactive, foster creativity, and develop independent learning.

Beyond Residents-as-Teachers: The Development of an Advanced Medical Education Pilot Elective for Pediatric Residents.

Introduction An advanced medical education elective can encompass themes that transcend traditional residents-as-teachers curricula. The literature is scarce regarding the development of such a curriculum for pediatric residents. Objectives To develop and implement an advanced medical education elective for pediatric residents and evaluate the effectiveness of the educational strategies and curriculum. Methods Kern's Six Steps were applied to create a two-week-long elective for pediatric residents. Residents worked through Kern's model to collaboratively develop the elective. Faculty were recruited based on expertise and content previously created. Residents developed teaching sessions for fourth-year medical students and received feedback. The curriculum was evaluated using quantitative and qualitative feedback with a five-point Likert scale and open-ended questions, group discussions, elective evaluations, and the New World Kirkpatrick Model. Results Five residents, 17 students, and 22 faculty participated. Lectures, expert panels, group discussions, and teaching sessions were seen as effective instructional methods. All residents were satisfied with the elective and its strategies and developed useful skills. Resident-led teaching sessions and interactive learning strategies were cited as a strength, while some redundancy was noted as a weakness. Faculty recommended more formal feedback on resident-led teaching sessions in the future. Conclusions Our medical education elective was designed collaboratively with residents on a medical education track. Strong faculty participation, asynchronous learning, and resident-led teaching sessions were strengths of the curriculum. The curriculum's reproducible components may serve as a foundation for institutions interested in improving their medical education didactics for residents. More research is needed to determine the external validity of this novel curriculum.