Passive Learning Methods Research Articles

A Study on Differences in Educational Method to Periodic Inspection Work of Nuclear Power Plants

Construction work and regular inspection work at nuclear power plants involve many special tasks, unlike general on-site work. In addition, the opportunity to transfer knowledge from skilled workers to unskilled workers is limited due to the inability to easily enter the plant and various security and radiation exposure issues. Therefore, in this study, we considered the application of virtual reality (VR) as a method to increase opportunities to learn anytime and anywhere and to transfer knowledge more effectively. In addition, as an interactive learning method to improve comprehension, we devised a system that uses hand tracking and eye tracking to allow participants to experience movements and postures that are closer to the real work in a virtual space. For hand-based work, three actions, “pinch”, “grab”, and “hold”, were reproduced depending on the sizes of the parts and tools, and visual confirmation work was reproduced by the movement of the gaze point of the eyes, faithfully reproducing the special actions of the inspection work. We confirmed that a hybrid learning process that appropriately combines the developed active learning method, using experiential VR, with conventional passive learning methods, using paper and video, can improve the comprehension and retention of special work at nuclear power plants.

Exploring Collaborative Problem Solving in STEM Contexts for Middle School Students

In the 21st century, advances in science and technology require students to adapt. Classroom dynamics are still often dominated by passive learning methods, such as lectures, which result in a lack of student participation. PISA evaluation shows the low problems-solving abilities of Indonesian students. Therefore, the STEM approach emerged as a solution with a focus on essential 21st century skills, such as collaborative problem solving. The aim of the research is to investigate and analyze the collaborative problem solving process of junior high school students in solving STEM problems. The research method used is a case study with a qualitative approach. The research population included all students of SMP PGRI 13 Surabaya. Data collection techniques include observation, interviews, and questionnaires. Research instruments include questionnaires, observation sheets, and structured interviews. The research results show that collaborative learning in STEM context problem solving can help students develop problem solving skills. Students demonstrate good collaborative skills and their response to this learning is very positive. Evaluation of student learning outcomes also shows an increase, indicating the success of STEM-based learning methods in increasing student motivation. This research contributes to the understanding of the importance of learning approaches that integrate STEM with collaborative problem solving.

Foundations of Emergency Medicine: Impact of a Standardized, Open-access, Core Content Curriculum on In-Training Exam Scores.

Learners frequently benefit from modalities such as small-group, case-based teaching and interactive didactic experiences rather than passive learning methods. These contemporary techniques are features of Foundations of Emergency Medicine (FoEM) curricula, and particularly the Foundations I (F1) course, which targets first-year resident (PGY-1) learners. The American Board of Emergency Medicine administers the in-training exam (ITE) that provides an annual assessment of EM-specific medical knowledge. We sought to assess the effect of F1 implementation on ITE scores. We retrospectively analyzed data from interns at four EM residency programs accredited by the Accreditation Council for Graduate Medical Education. We collected data in 2021. Participating sites were geographically diverse and included three- and four-year training formats. We collected data from interns two years before (control group) and two years after (intervention group) implementation of F1 at each site. Year of F1 implementation ranged from 2015-2018 at participating sites. We abstracted data using a standard form including program, ITE raw score, year of ITE administration, US Medical Licensing Exam Step 1 score, Step 2 Clinical Knowledge (CK) score, and gender. We performed univariable and multivariable linear regression to explore differences between intervention and control groups. We collected data for 180 PGY-1s. Step 1 and Step 2 CK scores were significant predictors of ITE in univariable analyses (both with P < 0.001). After accounting for Step 1 and Step 2 CK scores, we did not find F1 implementation to be a significant predictor of ITE score, P = 0.83. Implementation of F1 curricula did not show significant changes in performance on the ITE after controlling for important variables.

Transforming Education: Enhancing Student Performance and Satisfaction through the Flipped Classroom Method

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P&lt;0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

«Զբոսաշրջության բիզնեսի պլանավորում և կազմակերպում» առարկայի դասավանդման մեթոդիկան ԲՊՀ «Զբոսաշրջություն» մագիստրոսական ծրագրում / Teaching Methodology of the Course "Tourism Business Planning and Organization" Within Master Program in "Tourism" at BSU

Business planning and organization courses are among the most popular in both formal and informal educational systems. This article aims to present a general framework for designing courses in business planning, development, and organization. It can serve as a methodological guide for creating these courses for both humanities and non-humanities disciplines. The course is designed to give a general insight into the economic and commercial activities in the field of tourism. It incorporates both passive and active learning methods, including lectures, individual/practical assignments, and project-based learning. The objective of the course is to equip students with fundamental knowledge and skills in entrepreneurial initiative, specifically tailored to the training of future tourism specialists.

DEVELOPMENT OF CORPORATE LEADERSHIP COMPETENCIES IN THE CONTEXT OF MODERN LEARNING

The relevance of the topic is determined by the rapid development of global events, the continuing upcoming challenges that affect the working environment and the development of the labour market and the need for managers to cope with new and unprecedented challenges. The learning context is also developing, introducing new opportunities, and learning methods that complement each other.The level of competence was assessed by the respondents for eight of their competences, selected according to the Great Eight Competence Model, which is one of the current perspectives on how to capture the competences required of a manager.Aim of the study: To explore the learning methods chosen by managers in developing competencies, and to make suggestions for managers and organizations to design a competency development process that is relevant to the current learning context. A total of 114 managers participated in the study.Main conclusions: managers highly evaluate their level of development of their competences, but they see a place for growth and further development for all competencies. Managers more often use passive learning methods, which they evaluate lower in terms of effectiveness than active methods that are based on their own experience. There are no significant differences between different level managers and the duration of their experience. There is a difference between the capacity to develop competencies in organizations. The lowest capacity to develop competencies is in the public sector organizations.

A study on the effectiveness of non-verbal teaching materials in construction accidents prevention education: through an International comparative experiment

ABSTRACT Safety is a top priority in the construction industry; therefore, safety training is essential to prevent construction casualties as the employment of foreign and young workers on construction sites worldwide increases. More studies are necessary to identify the effective training methods among novices and foreign workers. To address the gap, a rigorous comparative study of verbal and non-verbalized materials from two different countries was conducted. Statistically significant differences were found between nationalities in non-verbal materials due to different safety culture and background, and insignificant differences were found between both safety training materials with the same nationality. By comparing the outcomes of both training materials, the non-verbalized materials work effectively among the construction novices to provide visual aid to relate similar attitudes like technical trainees to the scenarios even without field experiences. The non-verbalized materials provide an alternative to passive learning methods to enhance the other safety training activities in the construction industry. The findings provide an initial stage for creating effective teaching materials that can be generally applied in other countries to capture the issues by a heterogeneous workforce personalized to suit the scenario of each country for better outcomes.

国际未来学校实践探索

以教学背景、教学体系下进行学习分科教育，学校广泛开展人才培养、教学模式、组织方式、模式组织管理、繁体工业教育、学习环境维护等问题。作为学校人才培养培养的主要变化，担负着社会进步、时代发展和世界未来发展的公民使命并通过对未来的学校环境设置、学科发展状况分析及未来的观点进行分析，在未来学校的教学方式、体系、学习、学习、教学模式的倾向。的总结，认为其发展潜力在数据发展能力、数据推进能力方面进行：多元人、学生共同进行的类型计划、主体的个性化目标的整合评估、多方协同驱动的综合评估、多方协同驱动型管理、开放共享的全生态场域。 The school education system under the background of the industrial revolution was based on the classroom teaching system for sub-disciplinary teaching, which had problems such as lack of individuality in talent training, fragmented knowledge, passive learning methods, a single assessment model, cumbersome management service norms and a closed and conservative learning environment. With the development and progress of the times, society's demand for talents has changed greatly and the world is facing an unprecedented change. Schools, as the main training ground for human resources, are tasked with cultivating future citizens who will adapt to social progress, the development of the times and the changes in the world. This article composes views on the meaning and development trend of the school of the future, and analyses the innovative initiatives of the school of the future in terms of talent training objectives, curriculum, teaching methods, evaluation systems, management models and learning environments by combining the case study method. It summarises the development of the school of the future and argues that its development trends are moving towards the following six areas: diversified and three-dimensional nurturing goals, experience-based integrated curriculum, student-driven personalised learning, data-driven accurate assessment, multi-party collaborative co-management, and an open and shared all-ecological field.

Online Case-Based Course in Veterinary Radiographic Interpretation Generates Better Short- and Long-Term Learning Outcomes than a Virtual Lecture-Based Course.

Accurate interpretation of radiographs is necessary for the correct diagnosis and treatment of patients. Research has shown that active learning methods, including case-based learning, are superior to passive learning methods, such as lectures.1,2 Short-term learning outcomes were compared between two groups by enrolling 80 fourth-semester veterinary students in either an online case-based radiology course (n = 40) or a virtual lecture-based course (n = 40). Long-term learning outcomes were compared among three groups: one group completed case-based instruction in the fourth semester, followed by lecture-based instruction in the fourth semester (n = 19); the second group completed only lecture-based instruction in the fourth semester (n = 22), and the third group completed lecture-based instruction in the fourth semester, followed by case-based instruction in the fifth semester (n = 9). Learning was assessed using a multiple-choice examination and two independently written small animal radiograph reports. In the fourth semester, students completing the case-based course had higher examination scores and radiograph report scores than students who took the lecture-based course. Students completing the lecture-based course in the fourth semester and the case-based course in the fifth semester wrote better radiograph reports than students who completed both courses in the fourth semester; both groups wrote better reports than students who did not take the case-based course. A case-based diagnostic imaging course may be better than a lecture-based course for both short- and long-term retention of knowledge; however, there is a significant loss of knowledge following an instructional gap, and spaced refreshers may boost retention.

Passive learning to address nonstationarity in virtual flow metering applications

Steady-state process models are common in virtual flow meter applications due to low computational complexity, and low model development and maintenance cost. Nevertheless, the prediction performance of steady-state models typically degrades with time due to the inherent nonstationarity of the underlying process being modeled. Few studies have investigated how learning methods can be applied to sustain the prediction accuracy of steady-state virtual flow meters. This paper explores passive learning, where the model is frequently calibrated to new data, as a way to address nonstationarity and improve long-term performance. An advantage with passive learning is that it is compatible with models used in the industry. Two passive learning methods, periodic batch learning and online learning, are applied with varying calibration frequency to train virtual flow meters. Six different model types, ranging from data-driven to first-principles, are trained on historical production data from 10 petroleum wells. The results are two-fold: first, in the presence of frequently arriving measurements, frequent model updating sustains an excellent prediction performance over time; second, in the presence of intermittent and infrequently arriving measurements, frequent updating in addition to the utilization of expert knowledge is essential to increase the performance accuracy. The investigation may be of interest to experts developing soft-sensors for nonstationary processes, such as virtual flow meters.

Anatomy Education‐Paradigm Shift from Passive to Active Learning‐Effects on Student Engagement, Comprehension and Retention A Review of Literature from 2012 to 2022

IntroductionThere has been a dramatic paradigm shift from passive to active teaching and learning methods. Passive teaching is faculty‐centric, while active teaching is student‐centric which many academic scholars believe will lead to better student engagement, comprehension, and knowledge retention. Instead of just pouring information into their brains, students must be responsible for their learning, and teachers only act as facilitators rather than the sage on the stage. There is a need to formulate curriculum map designs and lesson plans that leads to higher‐order learning using Bloom's taxonomy in teaching.ObjectiveThe objective is to review literature that compares the passive and active teaching strategies on their advantages and disadvantages regarding student engagement, comprehension, and knowledge retention.MethodologyA review of the literature was conducted on passive and active learning methods in anatomy education from 2012 to 2022.ResultsThe faculty‐centric passive teaching with lectures and videos make students disengaged. On the other hand, in active learning, students are more engaged, have better comprehension, retention and are more responsible for their learning. Active teaching utilizes discussion fora, collaborative and peer teaching, flipped classrooms, blended classes, games, concept maps, chunking, polling, and augmented reality.The pyramid of retention from the National Training Laboratories in Bethel, Maine, showed that passive teaching led to 30 % retention while active teaching had superior retention from 50 to 90 %.ConclusionActive learning methods have more advantages regarding student engagement, comprehension and, retention than passive teaching. In addition, the faculty may combine both strategies to maximize learning among the students.

Research on the Construction of College Football Classroom Practice Teaching System Model Based on Big Data Analysis

With the rapid development of information technology, the traditional single classroom teaching and passive learning methods of students can no longer meet the needs of all-round development of college students, and its urgent need to integrate with information technology. This article is aimed at the problem of lagging feedback on training results in the traditional teaching model, teachers' active control, students' passive obedience, ignoring the development of students' personality in college football classrooms, and the inability to carry out personalized tracking and quantitative improvement of the training process of students' related abilities. We constructed a college football classroom practice teaching system model based on big data analysis from the perspectives of establishing big data teaching resources, and implementing personalized resource recommendation, optimizing the traditional teaching process, integrating quantitative training, measurement and recording, implementing quantitative intervention, etc. Colleges and universities have carried out experimental observations. Through continuous observation and comparison, it is found that college football classroom practice teaching under big data is more conducive to improving students' football skills and theoretical level than traditional teaching. This model makes full use of the advantages of big data and the combination of practical teaching methods, which can bring students a different learning experience and obtain good teaching effects. It has guiding and reference significance for college football practical teaching.

Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation.

IntroductionHead computed tomography (CT) interpretation is a vital skill for emergency physicians. Existing literature shows poor concordance between emergency physicians and radiologists in head CT interpretation. Prior studies have used passive learning methods to address this knowledge gap. We created an active learning curriculum for teaching head CT interpretation to emergency medicine (EM) residents and compared its effectiveness to a passive learning strategy.MethodsWe conducted a prospective, randomized controlled study of EM residents at a single institution. Three educational sessions were delivered over a three-month period via video conference. The active learning cohort (ALC) scrolled through head CT teaching cases we designed on Pascbin, a web-based radiology picture archiving and communication system. The passive learning cohort (PLC) watched instructional videos that scrolled through the same cases. Both cohorts were given equal time to review the cases and ask an instructor questions. Residents took pre-intervention and post-intervention tests on head CT interpretation. We analyzed scores using paired and unpaired t-tests.ResultsForty-two residents took the pre-intervention test. Mean pre- and post-test scores for the ALC were 43.8% and 59.0% (P <0.001), and for the PLC were 41.7% and 45.3% (P = 0.29). The difference in ALC and PLC post-test scores was statistically significant (P = 0.009) with a large effect size (Cohen’s d = 1.34).ConclusionOur active learning head CT curriculum using Pacsbin showed superior learning outcomes when compared to a passive learning strategy and required no additional time or resources. This intervention offers a more effective and learner-centric method for implementing radiology curricula in EM residency programs.

Comparative educational outcomes of an active versus passive learning continuing professional development activity on self-management support for respiratory educators: A non-randomized controlled mixed-methods study

AimWe compared educational outcomes associated with an active vs. passive continuing professional development activity on self-management support for respiratory educators. BackgroundThere is a need to identify learning activities associated with the most successful continuing professional development programs for respiratory educators. DesignThis was a non-randomized controlled mixed-methods study recruiting respiratory educators attending a continuing professional development activity on self-management support. MethodsIn the experimental group, active learning methods (role-play simulations) were employed, whereas passive learning methods (lecture) were used in the comparison group. Educators were allocated to the comparison group (first 15 months of the study), then to the experimental group (last 17 months). Educators filled questionnaires measuring pre-/post-activity knowledge about self-management support (score 0–25) and self-reported competence (score 1–10). Scores were compared using mixed-effect models. Interviews with educators were conducted and content analysis was performed. ResultsWe recruited 94/94 educators (active: n = 51; passive: n = 43). Knowledge scores increased to a greater extent in the active vs. passive learning group (adjusted difference-in-difference [aDID]=2.01; 95% confidence interval [95%CI]: 0.14–3.88), although competence scores increased to a greater extent in the passive learning group (aDID=−0.38; 95%CI: −1.56 to −0.04). Reflecting on their competence, educators of the active learning group identified the need to further improve their self-management support skills, whereas educators of the passive learning group did not. ConclusionsOur results show that an active learning continuing professional development activity on self-management support could help educators to better apply knowledge and appears to engage them in a process of reflection on action.

Deep indexed active learning for matching heterogeneous entity representations

Given two large lists of records, the task in entity resolution (ER) is to find the pairs from the Cartesian product of the lists that correspond to the same real world entity. Typically, passive learning methods on such tasks require large amounts of labeled data to yield useful models. Active Learning is a promising approach for ER in low resource settings. However, the search space, to find informative samples for the user to label, grows quadratically for instance-pair tasks making active learning hard to scale. Previous works, in this setting, rely on hand-crafted predicates, pre-trained language model embeddings, or rule learning to prune away unlikely pairs from the Cartesian product. This blocking step can miss out on important regions in the product space leading to low recall. We propose DIAL, a scalable active learning approach that jointly learns embeddings to maximize recall for blocking and accuracy for matching blocked pairs. DIAL uses an Index-By-Committee framework, where each committee member learns representations based on powerful pre-trained transformer language models. We highlight surprising differences between the matcher and the blocker in the creation of the training data and the objective used to train their parameters. Experiments on five benchmark datasets and a multilingual record matching dataset show the effectiveness of our approach in terms of precision, recall and running time.

Passive Haptic Learning of Taiwanese Braille Writing for Visually Impaired Individuals

Abstract In this article, a passive haptic learning method for Taiwanese Braille writing was developed for visually impaired individuals through the employment of an effective user-friendly learning strategy. This system was designed with portability and low cost by applying the learning concept of passive haptic learning. This system designed a pair of gloves for visually impaired people to study Braille writing. Furthermore, we also designed a Braille writing teaching system for visually impaired people to learn and practice the Braille writing. Depending on the learning content, the corresponding vibration motors on the glove fingertips vibrate to produce the Taiwan Braille input gestures. The visually impaired people then feel tactile vibration feedback from the glove fingertips. In addition, the corresponding auditory feedback is provided from the Braille writing teaching system. After receiving a series of tactile vibration feedback, user’s finger muscles could memorize the corresponding Braille input gestures by the passive haptic learning. In the practice mode, the teaching system randomly selects practice content and announces the selected content in an auditory manner. Visually impaired users must then input the corresponding Braille codes by using the Braille writing input module. This mode can further reinforce users’ memorization of correct Braille codes for Mandarin characters.

Not yet a dinosaur: the chalk talk

This article discusses the chalk talk’s potential as an active learning method. Although chalk talks are a form of interactive lecture, they have received little attention in the medical education literature compared with other active learning methods such as team-based learning and simulation. One of the authors (C. K. L. Phoon) has used chalk talks to teach congenital heart defects to first- and third-year NYU medical students for many years. His chalk talks have consistently earned among the highest teaching scores, and students have noted their strengths of being more interesting, clear, and tangible than didactic lectures. Using the teacher and student perspectives, we examine the chalk talk’s strengths and weaknesses compared with common passive and active learning methods. Chalk talks create a real-time, shared space that facilitates the active learning goals of helping students build, test, and revise mental models (conceptual frameworks). The limited amount of information that can be presented and the ability to solicit and arrange students’ ideas on the board lead to the cocreation of valuable conceptual frameworks. Chalk talks require less restructuring of teaching sessions than other active learning methods and are best suited to topics that hinge on understanding of concepts. We advocate for the chalk talk to be reexamined as a promising educational tool given its strengths and the successes that other active learning methods have shown. Furthermore, we provide guidance to help educators deliver chalk talks and discuss future studies that would advance understanding of this powerful teaching tool.

The Creation of a Collaborative, Case-Based Learning Experience in a Large-Enrollment Classroom.

Numerous educational studies have shown that passive learning methods are frequently associated with disappointing learning outcomes, yet many faculty instructors continue to rely on passive didactic lectures. This article describes the creation of an active learning teaching approach-referred to as the collaborative, case-based classroom-that combines three pedagogical strategies: peer-assisted learning, case-based learning, and just-in-time teaching. Data from student surveys of a third-year cardiology elective showed a preference for this teaching approach compared with a case-based lecture. Six major themes emerged from survey analysis: engagement/interactivity, instructional benefit, clinical reasoning, clinical relevance, peer-assisted learning, and timely feedback. Although detailed here in the context of a cardiology elective, the collaborative, case-based classroom is a teaching approach that could be modified to fit a variety of other teaching environments.

Pengaruh Pembelajaran Experiential Learning terhadap Kemampuan Menulis Teks Bahasa Inggris Siswa pada Teks Descriptive di Kelas 10 SMKN 01 Biau Tahun 2020

This research aims is to determine the significant effect of using experiential learning to teach descriptive text. The research was conducted on 10th grade at SMK 1 Biau, Sulawesi. The data was taken on february 2020, which the observation proved that students at 10 grade have some obstacles in writing text such us; used passive learning method and less learning motivation. The used of teaching methods were not varied, thus made them felt bored to learn writing. These proved on students' questionnaire. The sample was consisted of 30 students, which divided into two classes, experimental class and control class. AK1 as a experimental class and AK2 as control class. Data technique used random sample data. Experimental class learning was applied experiential method and the control class used conventional teaching. This study used a quantitative experimental pretest posttest control group design. In the data collection technique for mean and STDEV, then t test was used SPSS formula. The results pretest and posttest showed, there were significant scores from both groups. On average the posttest score of the experimental class got 92.27 greater than average score of the control class got 82.00, on independent sample the significant 2-tailed of the posttest class control and experiment around 0.00 &lt;0.05. Thus, Ha was accepted, so that the experiential learning method is effective used in 10 grade students majoring in accounting in writing English text.

The impact of audience response platform Mentimeter on the student and staff learning experience

Research suggests that active and discussion-driven dialogic approaches to teaching are more effective than passive learning methods. One way to encourage more participatory learning is through the adoption of simple and freely available audience response systems which allow instant and inclusive staff–student dialogue during teaching sessions. Existing literature is largely limited to exploring the impact of basic approaches to audience participation, using handheld cards or simple ‘clickers’. Limited research exists looking at the impact and best use of a new generation of online audience response systems which have significantly expanded functionality. This article explores the impact of one of the most agile platforms, Mentimeter. It outlines impact on student satisfaction, enjoyment, voice and learning within small and large group settings across multiple disciplines drawing on 204 student survey responses. It also explores staff experiences and reflections on the key practical and pedagogical thinking required to optimise the use of this platform in higher education. The research responds to a need within the sector to react to rapid advances in teaching and learning technology, to provide evidence of impact for lecturers looking to improve student learning environments whilst being cognisant of the underlying pedagogy supportive of new practices.