Passive Teaching Research Articles

Peningkatan Keaktifan Siswa Melalui Penerapan Problem Based Learning (PBL) pada Materi "Aku Memiliki Kemampuan" di SMP Negeri 7 Sintang

Student engagement in learning plays a crucial role in enhancing material comprehension and learning motivation. Active students are more likely to engage in critical thinking, participate in discussions, and solve problems presented to them. However, in many schools, student engagement remains low due to passive teaching methods, such as lectures. To address this issue, the Problem Based Learning (PBL) method is implemented. PBL encourages students to actively solve real-world problems relevant to their lives, thereby increasing their involvement and participation in the learning process. This research aims to improve the engagement of grade VIII students at SMP Negeri 7 Sintang on the Aku Memiliki Kemampuan topic through the application of PBL. The results indicate that PBL successfully enhanced student engagement, with student participation increasing from 30% in the initial condition to 85% after two learning cycles. Additionally, the students' average scores significantly improved. Thus, PBL is proven effective in enhancing both student engagement and learning outcomes.

A Guide to the Application of Modern Information Technology in Higher Vocational Colleges: A Case Study of China Chongqing Wanzhou Vocational Education Center

Background and Aims: With the development of information technology, flipped classrooms, micro-courses, MOOCs, and other educational means have been gradually applied to education and teaching, which not only changes the teaching methods of teachers but also promotes the transformation of teaching management means. This study aims to investigate and analyze the use of new ICT and provide suggestions for guiding the development and use of modern information technology in Chongqing Wanzhou Vocational Education Center. Methodology: Using random sampling, 90 respondents were selected from 30 students, teachers, and administrators of the Chongqing Vocational Education Center. Interviews were conducted according to the outline, and detailed interview answers were recorded with the consent of the respondents. After the interview, valid information was extracted for follow-up analysis. Results: It is found that there are some problems in the application of modern information technology in Chongqing Vocational Education Center. The use of modern information technology in schools is hampered by issues including passive teaching techniques, poorly designed curricula, and a lack of educational resources. These issues prevent talent development programs from being tailored to the needs of the job market and impede students' overall growth. These problems are further compounded by traditional teaching evaluation techniques, which impede the transition to a more objective and data-driven educational approach by lacking thorough student feedback. Conclusion: The Chongqing Vocational Education Center's use of contemporary information technology has exposed challenges like poor curriculum design, passive teaching approaches, and a lack of educational resources, which hinder talent development and impede students' overall development. Furthermore, by not offering comprehensive student feedback, traditional teaching evaluation methods exacerbate these issues and impede the shift to a more objective and data-driven educational paradigm.

New tools for learning airway management

INTRODUCTION Game-based learning, also called edutainment, has been promoted as an alternative to the unidirectional, passive teaching of traditional medical education. Solving enigmas and problems through creativity and critical thinking, which is encapsulated in ‘escape rooms’, has been adapted to teach medicine as a way to enhance the mental models of proceeding. We considered an educational escape room as an activity to promote teaching and training in airway management, integrating knowledge, technical and nontechnical skills and collaborative teamwork during crisis situations. METHODS No published experience on this topic was found. Therefore, we created an educational escape room focused on airway management. We describe the steps undertaken from the design and development of the escape room process (as part of the curriculum of an international airway course) to the results of a survey completed by the participants at the end of the escape room process. RESULTS Satisfaction with the experience was rated at least 8 points (0 to 10 numerical rating scale) by 80% of the 147 course participants. Two thirds also rated the experience as at least 8 points (0 to 10 Likert scale) as being helpful in improving behaviour in real cases, and enhance organisational teamwork skills. CONCLUSION The airway escape room was feasible for training in airway management. Participants rated it as valuable to gain team competencies. The experience encourages further development and its possible use in other clinical settings.

Factors affecting pharmacology learning in integrated PBL in diverse medical students: a mixed methods study

IntroductionProblem-based learning (PBL) was introduced to address passive teaching limitations. However, it is not fully characterised as a teaching modality in pharmacology. The present study investigated the factors affecting pharmacology learning in an integrated PBL-based curriculum in diverse learners.MethodsYear 1 undergraduate medical students from two cohorts at St. George’s University of London and University of Nicosia, participated. Statistical analysis of pharmacology knowledge scores, at the beginning (pre-test) and end of the academic year (post-test), investigated readiness to benefit from PBL based on diverse student characteristics (educational background, age, gender, country of origin, ethnicity, native language, PBL experience). Focus groups/interviews and a survey investigated aspects of integrated PBL impacting learning in depth.ResultsPre- and post-test scores were positively correlated. Students with biomedical sciences degrees performed better at the pharmacology pre- and post-tests, while post-graduate degree holders performed better only at the pre-test. Effect size was of moderate magnitude. However, progress in learning (post-test performance after controlling for pre-test scores) was unaffected. Qualitative analysis revealed three major themes: 1) PBL as a learning environment; 2) PBL as a learning environment in pharmacology; and 3) PBL as a learning environment and confidence in prescribing. Under theme one, skill development, knowledge acquisition through collaboration and self-directed learning, group dynamics and preferred teaching methods were discussed. Under theme two, contextual learning, depth of knowledge and material correctness were raised. Under theme 3, students expressed variability in prescribing confidence. They perceived that learning could be improved by better integration, further references earlier on, more lectures and PBL facilitators with greater content expertise. The survey findings were consistent with those from focus groups/interviews.ConclusionPharmacology learning in a PBL-based curriculum is facilitated by constructive, collaborative and contextual learning. While baseline pharmacology knowledge may be advantageous, the other aforementioned characteristics studied may not affect readiness to benefit from PBL. However, further instructional scaffolding is needed, for example through further resources, lectures and self-assessment. The results from our study can inform evidence-based curriculum reform to support student learning further. Addressing learning needs could ultimately contribute to reducing medication errors through effective training of future prescribers.

Livogena: The Ikteros Curse-A Jaundice Narrative Card and Board Game for Medical Students.

Jaundice is a common condition that requires integrating knowledge of biochemistry, physiology, pathology, and general medicine. However, medical students face difficulty in learning with passive teaching methods. To enhance their learning, an educational story game that promotes active learning and assessment with immediate feedback was implemented. This jaundice game was named Livogena: The Ikteros Curse-denoting the liver as the principal organ and jaundice (icterus) as a problem. One hundred fifty first-year medical students were divided into small groups to play using a game board and cards. The players moved ahead on the game board by providing the correct answer and completing the activities. The first team to reach the end was the winner. Perceptions and feedback questionnaires were distributed to students at the end of the game. Individual views about the game were recorded for qualitative analysis. Also, to analyze the effectiveness of this intervention, pre- and posttests on jaundice were conducted. Livogena: The Ikteros Curse resulted in a highly significant improvement in students' knowledge and application skills in jaundice, from 5.5 (SD = 2.4) in the pretest to 11.2 (SD = 7.6) in the posttest for 20 marks (p < .001). Students perceived and rated the game exceptionally positively. This educational game significantly increased learners' understanding of the concepts of jaundice. Highly positive perceptions from students further affirm this to be a creative innovation to enhance their learning and application of knowledge in an active and team-based learning environment.

Investigation on the construction of teaching case base in medical genetics.

Medical genetics is a basic medical course that discusses the diagnosis, prevention and treatment of diseases in relation with genetic factors. This course requires students who have abilities of strong logical thinking, independent thinking, problem analyzing and solving. Single "cramming" teaching is difficult to mobilize students' autonomous learning, and hardly achieves teaching effect of medical genetics. Teaching of case-based discussion breaks passive teaching mode in traditional class. The teacher throws out typically clinical cases. The students prepare materials around relevant problems of cases, and carry out class discussion. Then, key and difficult points of the course are integrated in teaching and learning interaction, which reaches a remarkable effect of teaching. Since 2013, the teaching and research group has carried out teaching of case-based discussion in undergraduates majoring in clinical medicine. In this paper, we screen and sort clinical cases on the basis of course teaching plan and case-based discussion in the teaching of medical genetics. The cases are summarized into 8 chapters in teaching case base, which basically cover the teaching of disease genetics and clinical genetics.The construction of teaching case base in medical genetics has realized the deep integration of clinical cases and teaching. Students can understand and master important and difficult points of teaching in a more intuitive way, which is helpful to stimulate students' innovative thinking, improve students' learning interest and class participation.

Effectiveness of Innovative Pedagogical Methods versus Passive Teaching

Background: Over the past several years there have been growing interest in the active teaching methods by the introduction of innovative instructional strategies as they fulfil the need of developing interests of students in participation and motivation towards learning and retaining knowledge. Objective: To evaluate the effectiveness of active and passive teaching methods for improvement in learning and retaining knowledge &amp; to assess the comparison of improvement by diverse teaching methods in Pharmacology. Study Design: Academic Interventional Study. Settings: Jinnah Medical &amp; Dental College, Karachi Pakistan. Duration: 31st August and 1st November 2022. Methods: Target population being 100 students of third year MBBS students of Jinnah Medical and Dental College, Karachi divided into 3 groups. Each group was taught the same topic but with a different teaching method. Group 1-conventional/passive method, Group 2-Flowcharts and Group 3-Flipped classrooms. Descriptive was calculated for various variables. Paired t test was used for pre and post testing data of students and Independent t test used for comparison in between quantitative variables. Results: Demographic results were significant for students with A levels, day scholars, and self researchers. The noteworthy finding was that the males (n=44) showed most remarkable p value of &lt;0.001 for knowledge and retention. Lecture method and Flipped classrooms with significant p value &lt;0.002 and &lt;0.043 as compared to Flow charts &lt;0.222. Finally, the most notable feature being 62.6% improvement in knowledge of students by active and passive teaching methods. Conclusion: Lecture, no doubt is still the most promising teaching method. Flipped classroom also showed worthy improvement &amp; males showing the most significant results for knowledge and retention after intervention of active and passive teaching methods.

Identifying Relevant Content to Inform a Comprehensive Indigenous Health Curriculum: A Scoping Review.

To identify the entry-level curricular content related to Indigenous health recommended for entry-level physiotherapy (PT) programs in Canada and other similar countries. Design: Scoping review. Procedures: Four electronic databases were searched using the terms physiotherapy, Indigenous health, entry-level curriculum, and their derivatives. Grey literature sources were hand searched and included Canadian PT professional documents, PT Program websites, Truth and Reconciliation Commission (TRC) sources, and a Google search. Data related to curriculum characteristics, methods of delivery, and barriers and facilitators to implementation were extracted from relevant references. Stakeholders reviewed study findings. Forty-five documents were included. Documents focused on Indigenous peoples in Canada, Aboriginal and Torres Strait Islanders in Australia, and Māori in New Zealand. Canadian PT programs appeared to rely on passive teaching methods while programs in Australia and New Zealand emphasized the importance of partnering and engaging with Indigenous people. Barriers to incorporating indigenous health curriculum included an overcrowded curriculum and difficulty establishing relevance of Indigenous content (i.e., meaning). Similarities and differences were found between curricula content and approaches to teaching IH in Canada and the other countries reviewed. Strategies to promote greater engagement of Indigenous people in the development and teaching of IH is recommended.

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

The Coronavirus disease 2019 (COVID-19) has dramatically disrupted medical, allied health, and nursing education worldwide. It has created challenges for students and educators by requiring a sudden shift to online teaching and learning activities from didactic, passive teaching and learning. The objective of the present study was to evaluate the impact of these modes of teaching and learning before, during, and after the transition through COVID-19 on the class average and Grade Point Average (GPA) of nursing students taking anatomy and physiology in the first year of nursing. Using the virtual teaching and learning modality, the present study demonstrated that the mean class average of anatomy and physiology midterms and final examinations during COVID-19 (synchronous online teaching) was significantly higher (P&amp;#60;0.001) compared with the pre-COVID-19 (face-to-face (F2F) teaching) class average. However, the class average and GPA were not different between pre-COVID-19 (F2F teaching) and post-COVID-19 (hybrid/flex teaching). Virtual teaching of these subjects also significantly (P&amp;#60;0.001) increased the students’ GPA in anatomy and physiology during COVID-19 compared to before and after the stability of COVID-19. Students’ perspectives on teaching and learning these courses using these teaching modalities indicated that nursing students prefer a synchronous, hybrid mode of learning in anatomy and physiology. The present study demonstrates nursing students’ preference for a synchronous, online and hybrid mode of teaching and learning anatomy and physiology in case of the re-emergence of a new strain of coronavirus after Omicron variant in future lockdown due to the COVID-19 pandemic.

Awareness and Adoption of Evidence-Based Instructional Practices by STEM Faculty in the UAE and USA

There has been a widespread call for improvement in undergraduate STEM education, leading to what are known as evidence-based instructional practices (EBIPs). However, EBIP usage in STEM is a more recent phenomenon in the United Arab Emirates, which is historically known for its passive teaching practices but is now taking strides to transform its educational system. This study sought to assess (i) STEM faculty EBIP awareness, adoption, and ease-of-implementation perceptions from STEM faculty at a leading university in the United Arab Emirates and the demographic factors correlated with faculty responses, and (ii) the contextual factors that influence faculty EBIP adoption. Data was compared to that of STEM faculty at a top-tier research and teaching university in the United States of America. Finally, this study sought to provide a snapshot of current STEM faculty teaching practices when both a leader (United States of America) and a newcomer (United Arab Emirates) in STEM EBIPs were considered. A survey containing 16 teaching practices—3 traditional, 13 EBIPs—along with 20 contextual factors was developed and completed by faculty. EBIP awareness and usage were positively affected by time spent on teaching, teaching experience, and teaching workshop participation, and negatively affected by more class time spent lecturing. Significant contextual factors point to potential factors for consideration in efforts to improve EBIP adoption.

Досвід використання електронного навчально-методичного комплексу для організації самостійної роботи слухачів циклу спеціалізації з ортодонтії

Summary. In this article we’ve had represented our experience of improvement in efficiency of educative process of «orthodontics» section by means of enhance-ment of the passive teaching methods and by means of development of the active ones. The passive teaching methods include improved teaching process of lecture material which has been formed into groups of problematique questions, and «lecturer-student» discussions. Active ones include the database of clinical situational tests for curricular and for extracurricular lessons training complex, consist of electronic aids and graphically visualized two types of tests have been made. Key words: orthodontics, students, active skills, self-study education, digital book, graphically visualized tests.

Managing the shift to online: lecturers’ strategies during and beyond lockdown

ABSTRACT Background The coronavirus pandemic has caused a shift in how many teaching, learning and research activities are conducted internationally. Lockdowns compelled all education sectors, including higher education (HE), to adopt a variety of online learning practices at short notice. As these changes in practice have implications beyond the pandemic, more needs to be understood about settings across the globe where the move to online may pose particular challenges. This study brings a focus to how lecturers in a college of education in Nigeria responded to the professional demands of lockdowns and developed strategies for managing educational activities that have relevance during and beyond the pandemic itself. Purpose The aim of the study reported in this paper was to examine lecturers’ perceptions of the management of teaching, learning and research activities during a lockdown, drawing out longer term implications. Methods Data were collected through in-depth, one-to-one interviews with six lecturers from a college of education in Nigeria. Interview data were analysed qualitatively. Findings Detailed analysis indicated that lecturers’ strategies included encouraging students to engage in self-directed learning, as they uploaded learning materials on messaging groups and the college’s e-learning platform. However, lecturers felt that the quality of teaching and assessment was compromised by factors including: irregular power supply, poor internet connection, high data costs and some students’ limited digital skills. A particular concern was students’ lack of interaction on the online platforms, which lecturers perceived to result in a more passive teaching and learning process. Lecturers also experienced difficulties undertaking research activities. A range of strategies and implications for the ongoing management of educational activities was discussed. Conclusions The study offers insights into how some of the challenges encountered could be addressed to support sustainable online and blended teaching and learning in the longer term, in settings internationally where there are barriers to accessing online teaching and learning. Crucial aspects include strengthening educational technology training for lecturers and students, enhancing e-learning platforms for teaching practical courses, and enabling lecturers to develop beneficial and valuable online resources.

Challenges of Nursing Students in Relation to Academic Performance at the Faculty of Technical Medical Sciences

Nursing students face various challenges during their years of study, which may hinder their academic performance. The success of nursing students is particularly important given that they must provide quality care to patients, family members and the community. Academic performance in nursing programs includes advances in theoretical subjects and the acquisition of practical skills in the clinic. A series of studies have shown that during the years of study, nursing students face many difficulties that affect their learning skills and consequently their academic performance. This study aims to identify and describe the difficulties experienced by nursing students of the Faculty of Technical Medical Sciences of Tirana in relation to academic performance. This goal was achieved by using a qualitative research method, such as focus group discussion. Data were collected through discussion with 51 Bachelor students, 17 of whom in the first year, 15 in the second year and 19 participants in the third year. For each year of the study 2 semi-structured discussions were held and the data were analyzed through thematic analysis. The findings of this study found that nursing students face these difficulties: Low level of students engagement in clinical practice; Low number of nursing courses; Passive teaching methods; Unfair and non-transparent evaluation; Large number of exams per season; Insufficient time to prepare for the season; Employment and finances; Physical environment in the faculty and public transport. Heads of Departments and Faculty can use the findings of this study to provide the necessary support that nursing students seek in reducing the difficulties they face in order to enhance their academic performance.

ON THE QUESTION OF TEACHING PASSIVE VOCABULARY JUNIOR SCHOOLCHILDREN

The article deals with the using of passive grammar in the process of foreign teaching reading. The principles o f junior schoolmates passive lexic teaching are elaborated and the interaction between teacher and pupils during its studying is represented.

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.

Real-Time Facial Expression Recognition Using Deep Learning with Application in the Active Classroom Environment

The quality of a teaching method used in a classroom can be assessed by observing the facial expressions of students. To automate this, Facial Expression Recognition (FER) can be employed. Based on the recognized emotions of students, teachers can improve their lectures by determining which activities during the lecture evoke which emotions and how these emotions are related to the tasks solved by the students. Previous work mostly addresses the problem in the context of passive teaching, where teachers present while students listen and take notes, and usually in online courses. We take this a step further and develop predictive models that can classify emotions in the context of active teaching, specifically a robotics workshop, which is more challenging. The two best generalizing models (Inception-v3 and ResNet-34) on the test set were combined with the goal of real-time emotion prediction on videos of workshop participants solving eight tasks using an educational robot. As a proof of concept, we applied the models to the video data and analyzed the predicted emotions with regard to activities, tasks, and gender of the participants. Statistical analysis showed that female participants were more likely to show emotions in almost all activity types. In addition, for all activity types, the emotion of happiness was most likely regardless of gender. Finally, the activity type in which the analyzed emotions were the most frequent was programming. These results indicate that students’ facial expressions are related to the activities they are currently engaged in and contain valuable information for teachers about what they can improve in their teaching practice.

Improving the evaluation of eyewitness evidence in legal decision‐making: Testing an active versus passive teaching aid

AbstractJudges, jurors and other triers of fact often rely upon eyewitness evidence in criminal trials, but eyewitness memory is not always accurate and can sometimes be contaminated. The I‐I‐Eye is an evidence‐based teaching aid designed to improve the evaluation of eyewitness evidence in legal settings. We aimed to further test the I‐I‐Eye and examine whether adding an active component to this teaching aid improves its effectiveness. Two experiments (N = 324 and N = 322) were conducted using a 2 (case strength: weak vs. strong) by 3 (teaching aid condition: control vs. passive vs. active) between‐subjects design. Results of both experiments showed that the I‐I‐Eye can help jurors recognize strong eyewitness cases, although it was not particularly effective when the evidence was weak. It was also found that the active component did not further improve sensitivity. We discuss whether teaching aids such as the I‐I‐Eye may assist decision‐makers in the evaluation of eyewitness evidence, while highlighting some of its main limitations found in our results.

Effect of Entrepreneurship Education on Students’ Self-Employment, Job Creation and Job Seeking Intentions in National Polytechnics in Western Kenya

The purpose of this study was to find out the effect of entrepreneurship education on self-employment, job creation and job seeking intentions of students. The study was guided by the Theory of Planned Behavior by Ajzen. All the 5 National Polytechnics in Western Kenya were targeted with only 2 being selected using simple random sampling technique. The study involved 273 students from the selected polytechnics who were purposively selected. The study adopted a descriptive survey research design. Data were collected using questionnaires and were analyzed using descriptive statistics of percentages and frequencies and inferential statistics (Chi-Square and Free-man Halton Test) to test the relationship between independent and dependent variables. It emerged that passive teaching methods like lecture were frequently used at a rate of 86.4%; whereas, active methods like field study were less used at rate of 68% making students not being ready for self-employment and job creation leaving majority of them preparing to seek employment after study. The study concluded that students were not well prepared to be self-employed and create jobs for others upon graduation since inactive teaching methods were frequently used as opposed to active teaching methods that could trigger students towards self-employment and job creation hence the majority of the students being left for job seeking intentions. The study recommended that entrepreneurship education tutors should use active method that cultivate entrepreneurial culture among students. Kenya Institute of Curriculum Development should work closely with curriculum implementers to review entrepreneurship education syllabus to make it more practical oriented and ensure that it is fully implemented and evaluated.

Role of Information Tools in Teaching and Learning

Human capabilities are not wholly adequate to the demands of the modern teaching and learning enterprise. Here is where we aid the information tools as a facilitator. The impression of visual and audio tools are far greater is learners in registering the learning outcomes in their memory than the passive teaching of lecturing. Dramatic changes in technology have increased the variety and accessibility of information tools. Online Google Apps, Presentation software’s, desktops and palm devices, course management tools, clickers and lecture capture tools, even flipping the classrooms are some of the latest information tools. Students are made to understand, communicate, associate and create by using the tools. This facilitates the transformation of knowledge &amp; skills into products and solutions. Knowledge stored in the short term memory is transformed into long term memory by using the tools. Modern tools improve learning outcomes by the use of improved methodologies and better evaluation. Advantages of using the tools are better presentation by the teachers and proper understanding of the learners. Information tools facilitate interactive classes resulting in an enjoyable experience. Plenty of credible and resourceful websites makes the learners’ accessibility easier. Slow learners are able to learn at their own pace, away from classrooms. Limited involvement of teachers in using information tools is a challenge. Resource limitation and knowledge and skills of the teachers are barriers. But these are attended by proper approaches to solve the issues. Research report by ‘Institute of Multimedia Education’ in Japan proves that use of Information tools has significant and possible impact on student achievement in terms of knowledge accumulation, practice skill and presentation skill.

From the Music Learning Process to its Effective Design

This research paper analysis the implications of the use of the ICT on learning music theory. Qualitative and quantitative research methods were used to collect data, including instructor interviews, learning envi-ronment observations, and student surveys. The results indicated that the implementation of ICT in the learning process provided students with the opportunity to find applicable solutions to many problems of their instrumental performances. Furthermore, the design and implementation of ICT led the teacher to move from a passive teaching approach to an ac-tive teaching approach and allowed students to become active students even in classroom activities.