Passive Learning Research Articles

RESCUER: Combining Passive and Active Learning Techniques to Teach Food Sustainability

This paper discusses the creation and implementation of an experiential learning assignment focused on the United Nation’s Sustainable Development Goal (SDG) 12, which aims to ensure sustainable consumption and production patterns. Using a grounded theory approach that combines analyzing 90 senior-level marketing students’ reflective essays alongside 63 pre- and post-assignment survey responses, we develop the “RESCUER” framework which combines active and passive learning elements. We demonstrate how active learning layered on top of passive methods can be an effective means to generate more responsible consumer behaviors within a complex food supply system. Students begin with passive learning components in the form of readings and lectures (labeled Resources), before Engaging with mindfulness in an active learning activity that involves the selection, purchase, and preparation of perishable food for a salad. The framework also includes the important effects of Social influence and its role in how Cognizance and Underlying problem salience are generated. Finally included are factors that Expedite the process of generating cognizance and problem salience such as the ready availability of relevant facilities (e.g., the existence of a garbage sorting system), which can enable more Responsible consumer behaviors.

Enhancing Students’ Participation in English Language Classes Using The ‘Think Pair Share’ Cooperative Learning Model

This study developed from the need to address concerns with student involvement in the classroom in light of changing educational conceptions. Traditional teaching methods usually result in passive learning experiences for pupils, which can inhibit engagement and comprehension. Recognizing this problem, the goal of this study is to investigate the effectiveness of the ‘Think Pair Share’ cooperative learning approach as a novel strategy for improving student involvement and active participation. This is an action research project that employs questionnaires and observations as the data collection techniques. The research went through three action implementation cycles, each with four stages: planning, implementing, observing, and reflecting. The results obtained in the first cycle showed observation and questionnaire average scores of 66.7 (in a 100 scale) and 52, respectively, which then rose in the second cycle to 72.2 and 88.8. Nevertheless, it did not meet the success criterion of 75. It was only in the third cycle that the minimum intended level was reached, with 86 and 94.5, respectively. Therefore, it is reasonable to conclude that using the Think Pair Share cooperative teaching model can enhance student participation level. Based on the findings of this study, teachers should consider implementing cooperative teaching models to their classrooms.

Pengembangan Media Pembelajaran Quizwhizzer: Inovasi Interaktif untuk Meningkatkan Efektivitas Pembelajaran IPA

Technology has become a crucial element in education, as evidenced by the emergence of various applications that support the learning process. One example of such applications is interactive games that use information and communication technology. In learning Natural Sciences (IPA), students often only follow the teacher's direction and use books as references, causing passive learning in the classroom. The main objective of this research is to explore and find out the application of Quizwhizzer learning media in science learning process. This research uses a qualitative method of literature study to analyze current sources of information. The research problem involves aspects such as network stability and potential student cheating that can affect the effectiveness of using Quizwhizzer. The results showed that the use of Quizwhizzer can increase student engagement behaviorally, emotionally, and cognitively, and provide positive results in student achievement. Nonetheless, the study also identified some drawbacks, such as network instability and potential student cheating. The conclusion of this study provides an in-depth look at the benefits and challenges of using Quizwhizzer in interactive learning, with implications for educators and educational technology developers to improve the learning experience through innovation and problem solving found

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<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.

Afghan EFL Teachers’ Perceptions Toward Challenges They Encounter in Implementing CLT in Their Classes

This study aimed to identify the challenges that Afghan EFL teachers encounter when implementing Communicative Language Teaching (CLT) in their classes. The study utilized a descriptive quantitative research design, employing a survey questionnaire. A total of 25 EFL teachers from different public universities of Afghanistan participated in this study. The results revealed that in teacher-related challenges, insufficiency in spoken English, lack of training in CLT, shortage of time for developing communicative materials, and lack of knowledge about the culture of the target language are the primary obstacles to the application of CLT. Additionally, challenges in student-related factors such as low English proficiency, passive learning styles, and lack of motivation were identified as critical difficulties hindering the implementation of CLT in their classes.

Strategi Guru Pendidikan Agama Islam Dalam Meningkatkan Prestasi Belajar Peserta Didik Berbasis Strategi Discovery Learning

This research is motivated by the importance of teachers' efforts to change teaching methods and create an attractive teaching atmosphere in the classroom so that students can actively participate in learning in a proactive way. Be active, not passive, to achieve the high learning outcomes achieved by students. The purpose of this study was to determine the strategies of Islamic religious education teachers in improving student academic achievement. This research uses qualitative methods based on field research, research data is collected through observation, interviews, documents, analysis, reduction, presentation and verification of data. The results showed that the PAI teacher's strategy to improve PAI learning is to use "discovery learning strategies" through scientific methods. Using the "Discovery Learning strategy" saw student learning outcomes gradually improve from passive learning to active learning. Students lacking enthusiasm turn into enthusiasm in learning. Through the "Discovery Learning strategy", students can find their own learning material without waiting for the teacher to explain the material.

I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students

Instead of learning in a passive learning mode or aimlessly exploring VR scenarios, a collaborative design-based VR learning environment has great potential for developing classrooms. Through personal knowledge construction in a collaborative design-based learning (CDBL) environment, this study combines CDBL and VR technology to motivate students to build VR projects and practice speaking English in rich contexts through learning by design; students gradually generate knowledge from design experience and sufficient practice. Peer assessment was further introduced to enhance timely evaluation and reflection. Therefore, this study proposed a VR-supported collaborative design-assessing activity. 113 Chinese seventh-graders participated in a quasi-experiment to evaluate the effectiveness of this method. Compared to the collaborative design-assessing (CDA) activity, the results demonstrated that students in the VR-supported collaborative design-assessing (VR-CDA) activity greatly enhanced their English-speaking performance, collaboration tendency, and critical thinking awareness while lowering their English learning anxiety. In contrast to the VR-supported collaborative design (VR-CD) activity, however, the VR-CDA group activity did not significantly improve students’ English-speaking performance. The interview results proved that the students in the VR-CDA group were highly motivated to learn English because of the innovative classroom instruction. They also enjoyed designing the projects collaboratively, posting assessments, and self-reflection.

«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.

Active learning for the prediction of shape errors in milling

In machining processes, various influences, such as workpiece and tool geometry, process parameters or tool wear, can lead to decreasing part quality. Thus, predicting these influences to enable better process planning is essential. However, no general, analytical model is available to facilitate this. Data-driven approaches, on the other hand, are costly due to the required data labeling efforts. To address this, the authors present a data-driven active machine learning approach to predict shape errors based on process data enhanced by a material removal simulation. Using two representative pocket milling datasets, it is shown that this approach can yield better (up to 5 % decrease of RMSE) and more consistent (up to 85 % decrease in standard deviation of RMSE) model accuracy for a given budget of tactile probing points compared to a passive learning strategy.

OPPORTUNITIES TO USE INTERACTIVE METHODS IN PRIMARY CLASS NATURAL SCIENCE LESSONS

Natural Science education at the primary level lays the foundation for a child's understanding of the world around them. The conventional approach to teaching involves lectures and rote memorization, often resulting in passive learning experiences. This article explores the potential opportunities to transform primary class Natural Science lessons by incorporating interactive methods. By embracing activities that engage students actively, educators canfoster a more dynamic and enjoyable learning environment, promoting better comprehension and retention of scientific concepts.

The Application of POA Teaching Concept in English Teaching Reform in the Background of Internet

Abstract How to explore the effective English teaching mode in the Internet era and change the passive learning state of students while promoting the development of students’ English proficiency is an urgent problem to be solved. The application of the POA teaching concept in English teaching reform in the context of the internet. By combining the LDA topic model with the LSTM neural network model, students’ emotional tendencies are fully analyzed during the online evaluation of English smart classrooms. Application practice was carried out through students’ English performance, learning interests, and attitudes before and after the teaching experiment, and sentiment analysis was also carried out for the satisfaction evaluation of English smart classrooms. The results showed that the English grades of the students in the experimental class utilizing the English smart classroom teaching mode increased by 4.95 points compared to the grades of the students in the control class, the overall negative attitude of the students towards English learning decreased by 28.77% after the experiment, and the affective values of the students towards the English smart classroom teaching mode of the teaching mode ranged between [0.6,0.8]. Utilizing POA theory to carry out English smart classroom teaching can enhance students’ interest in English learning, improve the quality of English teaching, and provide certain references for English teaching reform.

A Review on The Use of Video in Education: Advantages and Disadvantages

Multimedia in the form of video has been widely used in education since the outbreak of the COVID-19 pandemic. It is because the video is one of the tools that provide a lot of visual signals and a core component that stimulates the auditory and visual senses of students and processes information to facilitate the transfer of knowledge and provide students with a clearer understanding. The use of video also has a good effect on students’ training and acquiring skills. However, learning by watching videos may create problems for students because the form of learning is more passive. Previous research has identified that videos will create passive learning if the video is not well designed, the content does not meet the specified teaching and learning objectives and lacks interactive elements. It causes the use of video for teaching and learning to fail to stimulate critical thinking skills. Learning by watching video-based learning alone is not enough because there are still ways to increase learning opportunities and students’ engagement from videos if the videos are produced correctly and purposefully and used on the right platform. In addition, one of the concerns of using video in teaching and learning is that the video used does not develop students’ metacognitive ability because the video is passive learning. Therefore, this review aims to identify the advantages and disadvantages of video in education. This concept paper reviews the previous research on using videos in education. The review describes the advantages and disadvantages of video implementation in several fields of education, including Mathematics, Sciences, Chemistry, Physics, Biology, and Geography. The review results show that the effect of using video for teaching and learning depends on the quality of the video, the learning content, and the interactive elements included in the video. In conclusion, this concept paper provides ideas and research gaps for researchers who want to investigate the use of video in teaching and learning. Besides, gives educators a broad perspective to develop a quality video to help students understand the lesson.

Problematika Manajerial dan Kurikulum Pesantren

The education system that first appeared in Indonesia was the Islamic boarding school. In its development, Islamic boarding schools have always innovated and transformed themselves, both in terms of the content (material) taught and in terms of methods and management. However, the reality on the ground is that there are still many problems faced by Islamic boarding schools. This research aims to explore managerial problems and Islamic boarding school curriculum. In this research, library research or qualitative methods are used which refer to books and previous research. The results of the research show that Islamic boarding school managerial problems include Islamic boarding school policies being under the authority of the Kyai, the condition of students in terms of clothing, health and behavior as well as the "all mono" administrative pattern. Meanwhile, curriculum problems include providing general lessons that are less effective and a passive learning atmosphere. In conclusion, the development of science and technology creates increasingly high demands on Islamic boarding school educational standards so it is necessary to develop strategies to increase the progress of Islamic boarding schools that promise guarantees of knowledge, personality and skills.

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.

Implementasi Model Pembelajaran Project Based Learning Berbantuan Media Jari Tangan dalam Pembelajaran Matematika Kelas I SD Negeri Podorejo 02 Kota Semarang

Mathematics learning is very important in forming the basis of understanding and mathematical skills that are essential for the intellectual development of students. The results of interviews and observations of learning mathematics in grade I SD Negeri Podorejo 02 students still cannot focus their attention during learning, passive, and low learning outcomes. The focus of this research is to describe the implementation of the Project Based Learning model with the help of Finger Hands media in learning mathematics in grade I SD Negeri Podorejo 02 Semarang City on subtraction material and describe learning outcomes in the aspects of knowledge, attitudes, and skills. The research method used is descriptive qualitative research. The data collection techniques used were interviews, observations, written tests, and rubrics for assessing attitudes and skills. The results of the implementation of the Project Based Learning model in class I at SDN Podorejo 02 Semarang City. The average score increase from pretest to posttest was 14.2. Before the implementation of the model, the complete score was 54.2%, with an incomplete score of 45.8%. After implementing the model, the score was 91.7% complete, with 8.3% incomplete. The skill assessment was calculated in the very good category with 88% while the attitude assessment was calculated in the very good category with 100%. So that by implementing the Project Based Learning model with the help of Finger Hands media in learning mathematics in class I SD Negeri.

Formation of communicative competence of future ship engineers using critical thinking technologies based on the “World Café” method

The transition to a new educational model that will ensure the independence of thinking and speech activity of the future mechanic-officer is a strategic vector of improvement and change in the educational space, which will help maintain the competitiveness of both the teacher and the student. The purpose of this study was to exchange experience of theoretical and practical application of the World Café method as a tool for critical thinking in the context of formation of communicative competence of future ship engineers. To fulfil this purpose, the survey method was used to collect and analyse information on the development of productive critical thinking of education students during discussion in English language classes for professional orientation. The main characteristics and requirements for critical thinking in the professional training of future ship engineers were defined, namely: clarity, accuracy, validity, logic, impartiality. It was proved that the process of forming critical thinking is a necessary condition for independent and responsible actions of maritime specialists in problematic situations. Critical skills such as analysis, evaluation, explanation, and summarisation were highlighted, which are important when discussing professional situations. It was substantiated that critical thinking requires active learning and does not tolerate passive learning, and therefore classes should be interesting and exciting, productive, and motivational. It was emphasised that the main purpose of modern maritime education is not just the accumulation of knowledge and skills, but the training of cadets as independent subjects of educational activities capable of learning and improving their knowledge. The study described the advantages of the World Café method. It was noted that in distance education, “the world cafe” method is widely used in online classes on the Moodle, Zoom, Google Classroom, Whiteboard Miro platforms for group work and knowledge sharing. The practical value of this study is that its results can be used by teachers in preparation for classes in English (for professional purposes), literature, history, etc

Proprioceptive short-term memory in passive motor learning

A physical trainer often physically guides a learner’s limbs to teach an ideal movement, giving the learner proprioceptive information about the movement to be reproduced later. This instruction requires the learner to perceive kinesthetic information and store the instructed information temporarily. Therefore, (1) proprioceptive acuity to accurately perceive the taught kinesthetics and (2) short-term memory to store the perceived information are two critical functions for reproducing the taught movement. While the importance of proprioceptive acuity and short-term memory has been suggested for active motor learning, little is known about passive motor learning. Twenty-one healthy adults (mean age 25.6 years, range 19–38 years) participated in this study to investigate whether individual learning efficiency in passively guided learning is related to these two functions. Consequently, learning efficiency was significantly associated with short-term memory capacity. In particular, individuals who could recall older sensory stimuli showed better learning efficiency. However, no significant relationship was observed between learning efficiency and proprioceptive acuity. A causal graph model found a direct influence of memory on learning and an indirect effect of proprioceptive acuity on learning via memory. Our findings suggest the importance of a learner’s short-term memory for effective passive motor learning.

Exploring Experiential Learning: Enhancing Secondary School Chemistry Education Through Practical Engagement and Innovation

Experiential learning, characterized by hands-on engagement and active knowledge construction, has gained prominence in education. This shift is in response to the limitations of traditional teaching methods, which often emphasize passive learning and fail to connect classroom knowledge with practical applications. In the context of secondary school chemistry, experiential learning offers the potential to address these shortcomings, providing students with opportunities for active exploration, concept comprehension, and critical thinking development. This article explores the application of experiential learning techniques in secondary school chemistry classrooms. Experiential learning theories emphasize learner-centered, hands-on engagement to promote active knowledge construction. In chemistry education, experiential methods like experiments and simulations motivate student interest, enhance concept comprehension, and build critical thinking abilities. However, realizing experiential learning's potential requires addressing attendant challenges regarding safety, resources, and assessment. Chemistry experiments carry risks of burns, explosions, and mishaps. Schools in underdeveloped regions need more lab equipment, reagents, and training. Precisely evaluating student knowledge and skill improvements through process-focused experiential activities also poses difficulties. Adaptive virtual learning platforms provide safer and more accessible experiment simulations, enabling personalized learning and detailed performance tracking. Although focusing specifically on chemistry, this essay indicates experiential learning's immense capacity to reinvigorate science education more broadly.

An Innovative Medical Student Neuroradiology Elective Course: Active Learning Through a Case-Based Approach

Traditional radiology education in clerkships is focused on observational and passive learning from radiology faculty. The aim of this study was to validate a new case-based radiology course challenging medical students to independently scroll through picture archival and communications system cases, thereby actively learning and improving their understanding and education of radiology. This study used PowerPoint files to present and review various brain, spine, and head and neck clinical cases to simulate real time case review process by Radiologists. Students were tested with an online quiz based on the cases both before and after the review. Quizzes were distributed and responses collected at both times via a Google Form. Students had access to correct answers and feedback after the post-case quiz. A Radiologist was available for an hour of individualized committed teaching time to answer student questions after the post-case quiz. After the elective, there was an option for both quantitative and qualitative feedback. All 54 students who took part in this independent case-based program indicated satisfaction and improvement in their understanding of Neuroradiology. Post-quiz classes demonstrated objective improvement in understanding. This program represents a viable, supplementary approach to traditional radiology education that should be considered for future use and duplication at other institutions.

The Decline of Passive Learning into the Teaching Techniques through Active Learning

I attended the course of “Active Learning” in Montana State University,United States of America many years ago. I wondered why Americanlecturers taught the learners with happiness and many teaching materials intheir classrooms, it was full of a cozy atmosphere. In the same way, thelearners talked, ran, laughed without complaining, I felt in love with theAmerican teaching then I have studied how did they do? What was the keyof their teaching success? And why many Thai university lecturers do notenjoy to create the activities through technique as active learning. In thisacademic article, it was concerned about passive and active learning, timeand classroom managements, effective teaching through the teachingtechnique of active learning.