Interactive Teaching Approach Research Articles

Efektivitas Model Pembelajaran Generatif: Pemahaman dan Keterlibatan Siswa dalam Pembelajaran Matematika

Enhancing the quality of mathematics education requires innovative and interactive teaching approaches. Generative Learning Model offers a framework that allows students to actively participate in the learning process, potentially improving their understanding of mathematical concepts. This research aims to conduct a systematic analysis of existing literature on the use of Generative Learning Model in mathematics education, focusing on effective strategies for developing interactive and effective learning tools. The research methodology involves developing a review protocol, conducting a comprehensive literature search through databases such as Google Scholar, and selecting studies using the PRISMA flowchart. The results of the analysis show that the Generative Learning Model can significantly improve mathematical concept understanding and student engagement. Effective strategies in developing learning tools based on the Generative Learning Model include the use of interactive tools and contextual approaches in teaching. The conclusions of this research confirm that the use of the Generative Learning Model contributes positively to the interactivity and effectiveness of mathematics learning, and provides recommendations for further research and practical application in educational contexts.

The technology of "Debate" in history lessons: the conditions of occurrence, the technique of conducting, educational opportunities.

The integration of debate as a pedagogical technology in educational settings has gained significant attention for its potential to enhance critical thinking, communication skills, and student engagement. This paper examines the historical development of the "Debate" methodology in classroom settings, focusing on the conditions that facilitated its emergence and the management techniques required for its successful implementation. It explores the educational opportunities provided by debate, including fostering a deeper understanding of subject matter, promoting active learning, and encouraging diverse perspectives. Through a comprehensive analysis of case studies and existing literature, this study identifies best practices for managing debate technology in lessons and highlights the impact of debate on student learning outcomes. The findings underscore the importance of structured debate formats, teacher facilitation, and supportive classroom environments in maximizing the educational benefits of this interactive teaching approach.

Experimental Design for the Acute Toxicology Assessment of Nanoscale Ultrafine Materials Based on Virtual Simulation Experiments and A Diverse Interactive Blended Teaching Approach

The escalating production of nanoscale ultrafine materials has led to a greater release of nanoparticles into aquatic environments, raising concerns about their environmental impact and potential health risks. As a cross-disciplinary field, environmental functional material toxicology seeks to blend professional courses and foster innovative talents in environmental health. This study introduces a novel experimental teaching program in nanoscale ultrafine material toxicology, centered on microalgae cultivation. A comprehensive experiment assessing the biological toxicity of ultrafine materials was developed, focusing on their impact on microalgae growth inhibition. By incorporating varied teaching methods like “online virtual simulation experiments with traditional offline teaching, offline experiments, and post-learning reinforcement”, this study advocates for a diverse interactive teaching approach for environmental toxicology experiments. This student-centric teaching model prioritizes interaction through virtual simulations, sustains course relevance, enhances classroom instruction, nurtures student individuality, underscores disciplinary advancements, and cultivates students’ abilities to pose, analyze, and resolve issues within a broad academic framework, thereby fostering innovative thinking capabilities.

Listening and Speaking Pedagogical Approaches towards the Development of Innovative Macro Skills among English Teachers in Binakayan National High School: A Narrative Study

A child becomes able to speak after getting enough exposure to the language through listening. This only proves that listening and speaking are the most important skills to be developed first among all skills. But, despite this truth of importance, for many years, these two skills do not receive any priority in language teaching and testing. Hence, this study aims to analyze the listening and speaking pedagogical approaches of Binakayan National High School English teachers, their impact to their profession as language teachers through their response to the challenges, and their contribution for the development of innovative macro skills. This research is a narrative study using a purposive sampling with pre-set criteria for the prospect respondents. Data gathering was done through interviews, self-made questionnaires which underwent content validation, and focus group discussion as research instruments. In data analysis, transcribing/inductive coding and thematic analysis were utilized in getting the emerging ideas of the study. The study ‘s findings and results state that Binakayan National High School English teachers apply listening and speaking pedagogical approaches in their instructional plan through task-based and interactive teaching and learning approaches, they respond to challenges of these approaches gracefully which lead them become more dedicated to their profession as language teachers, and enumerating the pedagogical approaches they apply in their English classroom, still they need more technical assistance on the development of strategies and techniques towards innovative macro skills.

A VR-based Industrial Robot Platform for Interactive Teaching Specialized Courses of Mechatronic Engineering

The primary objective of Industry 4.0 is to establish seamless connections between the physical and digital domains. Virtual Reality technology is widely acknowledged as a revolutionary advancement that offers significant technical assistance to many different fields including industry, agriculture and individuals. Since its inception, VR-based education has not gone out of that trend. The paper outlines a methodology for developing virtual interactive applications for the purpose of teaching Mechatronics. Unity software is utilized for creating a three-dimensional virtual robot and its corresponding environment. Subsequently, a user-friendly interface for controlling a robot is constructed. Finally, a lesson plan was developed for the virtual interactive teaching approach in the industrial robot course for the undergraduate Mechatronics Engineering program. The integration of a quantitative evaluation approach, along with the subsequent self-assessment conducted by students upon completion of the module, has unequivocally shown enhancements and efficacy across several competencies with increases ranging from 85 to 92%. The utilization of virtual reality and interactive learning within virtual environments, together with the guidance of instructors, has significantly improved the learning experience and problem-solving abilities of engineering and technology students, enabling them to fulfill the required performance criteria.

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

In a time when digital technologies are changing educational paradigms, this study delves into integrating Artificial Intelligence chatbots in enhancing English as a foreign language essay writing, marking a significant shift in language pedagogy. With the backdrop of increasing reliance on technology in educational settings, the research foregrounds Artificial Intelligence chatbots’ potential to revolutionise traditional teaching methodologies. This article aims to scrutinise the efficacy of these digital assistants in augmenting the essay-writing skills of English learners, underlining the importance of aligning technological advancements with educational needs. By investigating the incorporation of Artificial Intelligence chatbots into English as a foreign language curriculum, the study highlights their capacity to offer immediate, personalised feedback, fostering a learning environment that supports individual learners’ needs and preferences. The central inquiry revolves around identifying and optimising the mechanisms through which Artificial Intelligence chatbots can contribute to developing writing proficiency among English students. Through a comprehensive review, the paper presents insights into the pedagogical benefits and challenges of using Artificial Intelligence chatbots, including their role in promoting learner autonomy, accommodating diverse learning styles, and providing a safe space for linguistic experimentation. The findings underscore the transformative potential of Artificial Intelligence chatbots in language education, advocating for a paradigmatic shift towards more interactive, responsive, and learner-centred teaching approaches. This review not only reaffirms the significance of integrating technology into language learning but also opens new avenues for enhancing the educational experiences of English learners

Using Health Claims to Teach Evidence-Based Practice to Healthcare Students: A Mixed Methods Study

Background A multifaceted and interactive teaching approach is recommended for achieving proficiency in evidence-based practice, with critical thinking considered vital for connecting theory and practice. In this context, we advocate the strategic use of health claims in media to promote critical thinking and provide an accessible entry point to evidence-based practice for early-stage university healthcare students. Method We conducted a convergent mixed methods study, including a cross-sectional survey with structured and open-ended questions as well as focus group interviews, at the Faculty of Health Sciences, Oslo Metropolitan University, during the 2020-2021 academic year. Participants were bachelor’s students in bioengineering, physiotherapy, social education, and occupational therapy. We employed a blended learning approach, combining digital learning resources, teaching in critical assessment of health claims and evidence-based practice, and a concurrent group exam assignment centered around health news. The outcome measures included students’ experiences integrating health claims into evidence-based practice teaching and their experiences with teaching approaches, including the group exam. Results Out of 446 participants, 136 (30.5%) responded to the structured questions in the survey. In response to the open-ended questions within the survey, 109 (80.1%) of the respondents shared positive experiences about the course, while 98 (72%) suggested improvements. Additionally, 25 students participated in focus group interviews. Synthesizing the results, we found that students viewed the inclusion of health claim assessment as a useful entry point for learning evidence-based practice. In addition, both the blended learning design and the group exam were identified as contributors to a positive perception of learning outcomes from the course. Conclusions Integrating critical reflection on media health claims into evidence-based practice education, alongside a blended learning approach and a group exam, may be beneficial for educating bachelor’s healthcare students. However, further rigorous study designs are needed to assess the effect of the course on learning outcomes. Registration DOI 10.5281/zenodo.6985449

GENDER-BASED ASSESSMENT OF TEACHER PERSONALITY ATTRIBUTES AND THEIR INFLUENCE ON DENTAL STUDENTS' EXPERIENCES IN PUBLIC AND PRIVATE SECTOR DENTAL COLLEGES OF KHYBER PAKHTUNKHWA, PAKISTAN.

Objective: The objective of this study is to discover out how male and female students at public and private dental colleges in Khyber Pakhtunkhwa, Pakistan, assess the impact of faculty members' personality qualities on their educational experiences.
 Material and methods: A cross-sectional study was conducted from May to November 2023, surveying undergraduate dental students of Khyber Pakhtunkhwa province about their perceptions of faculty personalities and teaching methods. A customised questionnaire was specially designed to gather data; 124 respondents completed self-administered questionnaires in accordance with ethical requirements. Statistical tests were not conducted in this phase, as the study primarily reports findings in terms of percentages.
 Results: The study shows that teacher personality has significant effects on students' learning and engagement. Both male and female students agree about the positive impact of teachers, indicating specific traits that enhance their learning curves. Gender disparities show up, with male students preferring friendliness and female students appreciating empathy more. While males tend to choose interactive and discussion-based teaching approaches slightly more than females do, both genders prefer hands-on, practical training. Interactions between teachers and students are facilitated by positive faculty attributes including approachability, empathy, and openness to student participation. The well-being and self-esteem of students are also influenced by the personalities of the faculty.
 Conclusion: In conclusion, educational institutions may improve the learning experiences of both male and female students by identifying and meeting the diverse requirements and preferences of students about the personality qualities of their staff. The study offers insightful information for developing curricula, training faculty, and developing educational policies. Further research should examine the findings' cross-cultural relevance, integrate longitudinal studies, and encourage faculty development to accommodate students' unique needs while concurrently bolstering their mental and overall wellbeing.

Enhancing Preschool Language Acquisition: the Efficacy of Interactive Methods in Teaching Russian Language to Preschool Children

This scientific article explores the use of interactive methods in teaching the Russian language to preschool children, with a focus on fostering effective language acquisition and communication skills. The study delves into the significance of early language education and the role that interactive methods play in engaging young learners. Drawing on pedagogical theories and empirical evidence, the article provides insights into the benefits, challenges, and best practices associated with implementing interactive teaching approaches in the context of preschool Russian language education.

Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey

BackgroundMedical education requires the implementation of different teaching methods and strategies for future doctors to achieve broad learning objectives. This wide range of methods and strategies includes the use of Information Technologies. For a long time, there was a call for a change in medical education for blending new teaching approaches to lessen medical students’ class time. The COVID-19 pandemic then sped up the transition to the new way of medical education and classroom lectures were quickly moved to a virtual environment. We expect that these changes will continue, and online learning will be one of the main teaching strategies in medical education. Therefore, educational experiences during the COVID-19 pandemic will improve our understanding of online learning and will help to develop blended medical school curricula in the future. For this reason, we aimed to determine students’ overall satisfaction with their online learning experience and to define the main factors affecting students’ satisfaction with their online learning program at Cerrahpaşa Medical Faculty.MethodsA cross-sectional survey study was conducted to determine medical students’ overall satisfaction with online learning methods and to identify factors associated with positive and negative satisfaction levels. A questionnaire, consisting of 24 questions to collect demographic characteristics, factors associated with online education experience and overall satisfaction levels was developed and distributed to 1600 medical students. Multivariable linear regression analysis was used to determine the factors associated with positive and negative satisfaction levels.ResultsRegression analysis showed that being familiar with online teaching techniques (β = 0.19, 95% CI [0.07, 0.30], faculty members’ higher online teaching skill levels (β = 0.42, 95% CI [0.32, 0.51], interactive online teaching approaches (β = 0.54, 95% CI [0.41, 0.67], having a personal workspace (β = 0.43, 95% CI [0.19, 0.67], and a self-reported longer attention span (β = 0.75, 95% CI [0.57, 0.92] were associated with higher overall satisfaction with online learning. The occurrence of technical problems (β = -0.19, 95% CI [-0.26, -0.12] was associated with lower overall satisfaction.ConclusionsHigher online teaching skills of faculty members, use of interactive approaches, students’ familiarity with online teaching techniques, provision of a personal workspace, and self-reported longer attention spans positively contributed to higher levels of student satisfaction with online learning. Considering the increasing significance of online educational methods, our study identified key components that affect students’ level of satisfaction. This information might contribute to the development of online educational programs in the future.

The Effect of Interactive Teaching Approaches on Gender-Based Academic Achievement Disparity Alleviation: The Cases of Colleges of Teachers Education in Oromia National Regional State, Ethiopia

The Effect of Interactive Teaching Approaches on Gender-Based Academic Achievement Disparity Alleviation: The Cases of Colleges of Teachers Education in Oromia National Regional State, Ethiopia

Membentuk Kedisiplinan Peserta Didik Melalui Mata Pelajaran PPKn SMA Negeri 7 Yogyakarta

Discipline is an important aspect in forming quality students at the high school level. This article discusses how the Pancasila and Citizenship Education (PPKn) subjects can play a role in fostering discipline in high school students. This research uses library research to identify the meaning of discipline as behaviour that includes obedience to school rules, social norms and moral values. Explores how Civics subjects can play an important role in shaping discipline and illustrates how Civics teachers can influence student discipline through interactive teaching approaches, ethical discussions, and case studies on moral issues. Civics teachers also have a role in providing positive examples as citizens who obey the law and ethics. The research results show that Civics subjects can make a significant contribution in shaping the discipline of high school students. Through focused and in-depth Civics learning, students can understand the moral values, ethics and social norms that are essential for discipline.

The Death Café: Effectiveness of a hospice care educational program for nursing undergraduates based on LIFE experience—A qualitative study

BackgroundNursing students' knowledge of hospice care is limited to textbooks due to the inadequate education and training system in China and student's willingness to participate in hospice care. ObjectivesTo deepen nursing students' understandings toward life and death, to improve their knowledge about hospice care, and to promote their willingness for hospice care practice. DesignThis study used a qualitative descriptive study design. SettingsThe study was conducted at a medical university in Sichuan province, China. Participants71 nursing sophomores participated in this study. MethodsThe Death Café teaching program was implemented which requires students to recall their memories about death and to imagine how they felt about dying, as if they were having a conversation in a death-themed café. During the implementation phase, a small-group interactive teaching approach was utilized. During the reflection phase, the students were asked to finish an essay answering four questions without standard right answers. The essays that students finished were used for evaluating the effectiveness of the Death Café program. The answers of the first two questions were presented as a word cloud. Graneheim and Lundman's qualitative content analysis method was used to analyze answers of the third and fourth questions. ResultsWord cloud analysis indicated that at the beginning of the program participants showed more negative emotions (i.e., fearful). Students' attitudes toward death changed from negative to positive through imagining death when role-playing the different stages of life. The program enhanced students' understanding of life and taught the students effective ways to cope with death. Students clarified the objectives and necessary preparation for providing hospice care and gained new understandings for improving their hospice skills. ConclusionsThe Death Café program can address students' negative emotions and perceptions of death. Students gained personal benefits and professional benefits of coping with life and death from the program.

Interactive teaching mode in college English on students’ social phobia

BackgroundSocial phobia is a common psychological disorder, particularly common among college students. College English, as a compulsory course, provides an opportunity for implementing an interactive teaching model. By implementing an interactive teaching model, students can more actively participate in classroom discussions, group activities, and role-playing, thereby enhancing their social skills and confidence.Subjects and MethodsThis study selected English teachers and 86 students from a university as the research subjects. By comparing the differences in students’ social fear levels between traditional and interactive teaching modes, the traditional teaching group usually adopts traditional face-to-face teaching methods for learning. The interactive teaching group adopts a more interactive and participatory teaching approach, using methods such as classroom discussions, group activities, experiments, and applications. This study used SPSS23.0 statistical software to analyze the data.ResultsIn the experiment, the scores of social phobia patients in the traditional teaching group showed a decreasing trend on the Self Rating Anxiety Scale, from 58.64 points to 34.16 points; The score of the interactive teaching changed from 60.24 points to 52.77 points. By comparing the scores of the interactive teaching group and the traditional teaching group, the interactive teaching mode of college English can improve communication skills of patients with social phobia.ConclusionsThe study adopted an interactive teaching model in college English teaching, and found that the symptoms of social phobia among college students were alleviated to some extent, which had a positive impact on their mental health.AcknowledgementChongqing Federation of Social Sciences (No. 2022WYZX32).

Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers

This paper presents the results of a study aimed at exploring the potential of technologies as learning mediators enabling the adoption of interactive and conversational teaching approaches for nurturing engagement and participation, to the benefit of the learning quality. The study was carried out at the University of Florence, involving 138 teachers attending the course of Special Pedagogy and Integrated Management of the Class Group. The empirical study adopted a mixed approach based on an online survey combined with participant observation. The elaboration of the questionnaire data and the transcribed observations indicate positive aspects such as increased levels of participation in the lessons, a more relevant and meaningful learning experience and increased motivation to follow and learn. Although the results of this study are promising, further investigation should be carried out to understand participants' perspectives and thus improve learners' engagement, in favour of pedagogical innovation.

The role of teaching processes in turnover intentions, risk of burnout, and stress during COVID-19: a case study among Finnish University teacher educators

Previous research in teaching contexts other than Higher Education (HE) has shown that teachers struggle with stress, burnout, and intention to leave the profession. There is rather scarce evidence that HE teachers’ wellbeing is affected by their teaching processes. Thus, in this case study, how HE teacher educators’ (N = 83) risk of burnout is related to their approaches to teaching, their intention to leave teaching in HE, and the stress experienced during the COVID-19 pandemic have been investigated. Based on the correlations and regression analyses of the survey data, the results showed that the COVID-19 pandemic had increased the work stress of over half of the HE teacher educators, but only a few suffered from burnout and had intended to leave teaching in HE. The risk of teachers suffering from burnout was negatively related to having an interactive teaching approach, and positively related to having an unreflective teaching approach. Both intending to leave teaching and the stress experienced during the COVID-19 pandemic predicted HE teacher educators’ risk of burnout. This study has shown the importance of conducting more research on university teachers’ wellbeing.

Reproductive Health Education Using Interactive Learning Approach among the University Students

Introduction: This study objectives were to evaluate the youth’s knowledge and awareness of reproductive health issues among the Hashemite University students and to measure the effectiveness of the interactive teaching approach in delivering the reproductive health knowledge course. Methods: Quantitative and qualitative research designs were used. The sample was 160 (two cohorts) undergraduate students who enrolled in the reproductive health course during two semesters at the Hashemite University. Quantitative data was collected from the students before and after receiving a reproductive health course. Qualitative data was collected through focus group discussions. Results: The study results showed an improvement in the reproductive health awareness level of students. There was a statistically significant increase in the total score of knowledge between the pretest (M = 19.97, SD = 3.89) and posttest (M = 21.65, SD = 4.03) for the first cohort at p =.00. There was a statistically significant increase in the total score of knowledge between pretest (M = 19.33, SD = 2.89) and posttest (M = 20.66, SD = 5.78) for the 2nd cohort at p =.00. Qualitative data revealed that the students were very interested in the reproductive health course and found it very useful for themselves, their families, friends, and society. Conclusion: The interactive learning approach was useful in teaching reproductive health course and increased university students’ awareness regarding reproductive health topics, which were important for students. It was recommended by students to teach reproductive health course to other students in all universities using interactive learning.

Motivation inspiring confidence: effect of scenario-based learning on self-confidence among prelicensure nursing students

Clinical training is the heart and soul of nursing education. Practicing nursing skills in a structured nonthreatening interactive environment affords a motivating learning experience. Scenario-Based learning (SBL) is an innovative pedagogical approach where authentic scenarios are used to support active learning strategies such as problem-based, case-based learning, role-play, and simulation. The current study aims to determine the effect of scenario-based practical training (SBPT) on nursing students’ self-confidence regarding nursing care of preterm neonates. A quasi-experimental, two-group, pre- post-test study was carried out in the neonatal intensive care unit (NICU) at University Specialized Hospital in Smouha, Alexandria. A sample of 60 senior nursing students received a didactic lecture and engaged in an interactive SBPT session regarding the care of preterm neonates and the common problems that affect them on a medium-fidelity manikin. The scenario included cues, skills, triggers, and a preordained series of actions with timing for the task to be completed. Reflection on students’ performance was done through debriefing sessions using the plus-delta model. The study results revealed that all of the nursing students in the study group exhibited high levels of confidence after SBPT compared to only 10% of those in the control group (P < 0.001). It can be concluded that the application of a motivational and interactive teaching approach as SBPT was effective in enhancing nursing students’ self-confidence in assessing, and caring for preterm neonates with familiar and complicated medical diagnoses as well as solving the common problems affecting these vulnerable age-groups.

The Effectiveness of the Reflection-Based Interactive Teaching Approach on Students’ Reading Comprehension Achievement

This study aimed to investigate the effectiveness of the Reflection-Based Interactive Teaching (RBIT) approach on students’ reading comprehension achievement in Myanmar. RBIT means applying the interactive teaching approach in Oo and Habók's (2020) reflective teaching model for reading comprehension based on planning, acting, reflecting, and evaluating. 458 grade-10 students from Myanmar were selected as participants in this study by applying the randomized cluster trial. The quasi-experimental research design was applied together with some analyses such as structural equation modeling by the AMOS software, item-difficulty index by the Quest program, inferential statistics (t-tests and effect sizes), and some reliability/validity measures. The findings showed a significant difference between the experimental group with the treatment with the RBIT and the control group without the RBIT approach. Furthermore, it was also found that teachers' reflections had no significant effects on students' appreciative reading comprehension. This study is of great importance for teachers and students from the field of English Language Teaching (E.L.T).

Enhancing Student Understanding via Smart and Friendly Learning Mobile Application

In the sphere of education, testing and enhancing students' comprehension is not a simple process. This is mirrored in the assessment results, where particular courses have a high failure rate. On the UiTM system, the high failure rate is defined as the proportion of students who fail a subject that exceeds the threshold of 25 percent. Therefore, topics exceeding this limit are deemed incapable of meeting the Academic Quality UiTM objective. In this study, Basic Hydraulic courses is chosen to be a pilot study as the failure rate is high for few semesters. A creative strategy and method of teaching and learning is being proposed to increase students' understanding of the course’s content as to overcome the related issue. A smartphone application known as Sahabat Maya Pelajar (SMa2P) has been introduced and integrated into the teaching and learning process. According to the examination records of the Basic Hydraulics course at the Faculty of Civil Engineering at UiTM Johor, the failure rate of this course is decrease. This is shown by comparing results between semesters of 20204 and 20212 which indicate the course failure rate decreased by 22% in the latter semester. Therefore, it is crucial to improve students' performance and comprehension by using digital tools as this platform able to incorporate interactive teaching approaches into classroom activities through smartphone application.