Active Learning Practices Research Articles

INTRODUCING ACTIVE LANGUAGE LEARNING TECHNIQUES INTO A VIRTUAL CLASSROOM: REFLECTION ON THE AMERICAN PRACTICES

The paper considers American active learning (AL) practices that can be used in a virtual language learning classroom in Ukrainian higher education institutions to encourage students’ engagement, collaboration and evaluate their performance. The authors study the concept of AL, its main techniques and peculiarities of application; outline technologies and tools that have the potential to influence active language learning (ALL) in a virtual classroom; define the techniques that can be used to promote ALL in a virtual classroom (polls and surveys, discussions and forums, case studies, interactive lectures, simulations and games, collaborative projects, personalized learning).
 Particular attention is paid to online AL strategies applied by Columbia University and Cornell University (USA). Here belong Online Polling, Think-Pair-Share, a Minute Paper, Small Group Discussion and Short Student Presentation strategies, each of them requiring appropriate online learning platforms, services and tools for its effective implementation. They include Zoom videoconferencing platform with its breakout rooms, polling, screen sharing, whiteboard and nonverbal feedback features, Poll Everywhere, CourseWorks Quiz, Canvas Quiz features, collaborative online tools such as LionMail (Google) Docs, Sheets, Slides, etc. Another important issue considered in the paper is assessment and evaluation of students’ progress in AL. 
 Assessment techniques used in Cornell University comprise Grading Rubrics, plagiarism detection, self-assessment, peer assessment, surveys and classroom polling. In this context, Canvas Rubrics, Canvas Assignments, FeedbackFruits, Gradescope, Qualtrics, Turnitin can be used as effective assessment tools. The authors conclude that the main advantages of ALL are its flexibility, collaborative learning opportunities, customization options, access to online resources while its challenges involve lack of face-to-face interaction, technical difficulties, high pricing plans for some online services and tools, variety of distractions such as social media, email, or other online activities, and limited learning environment.

The Practice and Challenges to Implement Active Learning Methods in North Wollo Woldia Town Governmental Primary Schools

The focus of this study was to investigate the practice and challenges to implement active learning methods in Woldia Town Governmental primary Schools. The data were collected through questionnaire, observation and interview from the respondents and analyzed in percentages, graphs and tables. The analysis of the data indicates that almost all of the subjects of the study have perceived active learning positively. However, there is a difference in perception of utilization of active learning by the old curricular trained teachers and the newly curricular trained teachers. The identified chief factors which influence the practice of active learning are students’ lack of interest, teachers and students prefer lecture method instead of active learning, lack of teaching material, shortage of time, lack of continuous and/ sustainable training and Classroom management. Apart from the above mentioned major factors, the other one is some teachers were assigned to teach subjects outside from the area of specialization. Accordingly, the practices of active learning in the primary government schools were found to be low.

Klasifikasi Risiko Penyebaran Virus SARS Cov2 Selama Kegiatan Belajar Tatap Muka Di Politeknik Penerbangan Indonesia Curug

The spread of the SARS COV2 virus has made many changes to the education system. Vocational tertiary institutions such as PPI Curug require face-to-face practical teaching and learning activities (KBM). Face-to-face teaching and learning activities during this pandemic require special handling so that they do not become clusters of spreading new viruses. Based on the above and supported by the appointment of PPI Curug as one of the Pilot Campuses in face-to-face KBM at schools within the Ministry of Transportation, it is deemed necessary to conduct research related to risk assessment of the spread of the Covid-19 virus in the PPI Curug. This study aims to assess the risk of spreading the SARS COV2 virus during face-to-face learning activities at the Indonesian Aviation Polytechnic Curug. This research begins by identifying the activities of the academic community, identifying hazards and evaluating risks related to the severity and likelihood of events. This research on the risk assessment of preventing and controlling the spread of the Covid-19 virus in the PPI Curug Campus refers to the existing Risk Assessment instrument in accordance with KP 622 of 2015 and KP 62 of 2020. Then, instrument validation was carried out using the CIPP method to adjust the indicators for compliance and risk assessment performance in accordance with the Risk Assessment for the prevention and control of the spread of the Covid-19 virus in the PPI Curug Campus. In this study.

Two Truths and a Lie: Introduction to Deception Detection

ABSTRACT A plethora of research exists relating to active student learning, engagement, and pedagogical best practices. Unfortunately, related to auditing and forensic accounting, there are not many classroom activities aligning the aforementioned areas. This activity bridges said gap with an engaging exercise using the well-known “two truths and a lie” game. The activity's learning objectives include (1) identifying common signs of deception that may be present in interactions during auditing or forensic accounting engagements, (2) demonstrating the ability to determine when an individual may be using deception in interactions, and (3) demonstrating professional writing skills. Students create a short, simple video as a base for the activity, then engage in a subsequent review of assigned materials, group discussion, and an individual written self-reflection. Implementation results indicate this activity is a valuable learning experience, increases student knowledge about deception detection, and provides a unique platform for students to explore cues of deception.

DESIGN AND IMPLEMENTATION OF A TEACHING SCENARIO FOR PRIMARY SCHOOL STUDENTS ON CREATING A SCHOOL GARDEN USING INQUIRY METHOD

This paper analyses the design and implementation of a teaching scenario for the creation of a school garden using the inquiry method. It was implemented by students aged 6 to 12 years old at the 9th Primary School of Intercultural Education in Ioannina (Greece) during the teaching period: from September 2018 to June 2019. The main purpose of the implementation of the teaching scenario is the creation of the school garden - through a field of practical daily teaching and learning activities and through the inquiry approach - to form a culture among the students about sustainability and sustainable development. All students in the school - native, foreign, Roma, students with special educational needs - in the context of inclusive education are involved in the learning process with specific strategies such as group work, research work projects (project method), learning by experiment, learning with digital and collaborative learning tools, field research. Finally, through the use of Information and Communication Technologies (ICT) and in combination with playful activities, cooperation on the topic under study is sought between groups, classes, schools, and institutions within and outside the Region of Epirus (Greece).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0007/a.php" alt="Hit counter" /></p>

Reflecting on Students’ Reflections: Exploring Students’ Experiences in Order to Enhance Course Delivery

Learning qualitative research skills can be a daunting process for students given characteristics such as its subjective and time-consuming nature. I therefore wanted to understand in detail my students’ course experiences by exploring the (i) literal and metaphorical language that they utilized to describe their experiences with qualitative research; (ii) challenges they faced in undertaking qualitative research; and (iii) personal and course triumphs shared by students. Using a generic qualitative research design, I undertook document analysis of a sample of written coursework reflections from 17 of my master’s level students. Findings showed that students had an emotional experience of lows and highs as they engaged with the qualitative research process, that they embraced the opportunity to engage with practical and experiential learning activities, that their appreciation for qualitative research grew, and that peer support was an important element in motivating them throughout the course. Thus, I recommend the integration of opportunities for more practical, experiential learning activities and peer work for those delivering qualitative research courses.

Applying active learning method to improve teaching outcomes in architectural engineering courses

PurposeThis study analyzes the effect of the techniques of active teaching and learning as a way of delivery on the outcomes of quality learning. Focusing on the courses of architectural science taught in a nontraditional method using various active learning strategies, the study takes the case study of the course Building Illumination and Acoustics (BIA) delivered in the academic year 2019–2020 at the University of Sharjah (UoS)'s Architectural Engineering Department (AED).Design/methodology/approachUtilizing both quantitative and qualitative research approaches, the study applied a case study and survey as methods. A questionnaire was designed and performed to assess the level of students' satisfaction with the implemented active teaching method.FindingsThe vibrant learning setting made the students actively engaged and more motivated and enthusiastic. The active learning practices used, including employing senses as in sight and hearing, reasoning rationally and intuitively, reflecting and acting, working steadily and in fits and starts, creating mathematical models, visualizing and memorizing and drawing analogies, were efficient in boosting their ability to comprehend theoretical concepts more effectively. The delivery style effectively enhances quality learning when various active techniques are used pedagogically beyond being merely a utilitarian instrument to prepare novice students of architectural engineering to fulfill practical challenges.Research limitations/implicationsThis article focuses specifically on a theoretical, scientific non-studio course in a particular program of architectural engineering in a particular semester before the dramatic changes in styles of teaching delivery that happened due to the COVID-19 pandemic. Future research could further highlight its results by comparing them to statistical evidence of the development of the course, especially for the duration of online teaching during the pandemic and the hybrid teaching period after it.Originality/valueThis article contributes to the development of teaching and learning of architectural engineering in the local Emirati context by putting original theories of teaching into practice. This paper further contributes to the field of architectural pedagogy in terms of the effect of active learning in the architecture field in the non-studio courses in higher education in the United Arab Emirates.

MANAGING THE PRACTICE ACTIVITIES OF ENGINERING STUDENTS AT VINH LONG UNIVERSITY OF TECHNOLOGY EDUCATION

The management of students’ practice activities at Vinh Long University of Technology Education is considered an indispensable requirement in the process of vocational training for students, especially engineering students. The current situation of managing students’ practice learning activities still remains certain inadequacies, such as the lack of modern equipment and machines, unenthusiastic practice teachers and instructors, and students’ lack of creativity and willingness to widen their knowledge to well perform their practice at production enterprises. Therefore, the University needs appropriate solutions such as innovating the management of practice activities on the campus and at production enterprises as well as investing in and managing equipment and machinery in practice workshops in order to improve the quality of vocational training, contributing to the improvement in the quality of engineering human resource training for the country.

THE NEEDS OF ACTIVE LEARNING AND HIGH-IMPACT EDUCATIONAL PRACTICES IN ONLINE PROGRAMS

Adult learners take online courses or programs because of the convenience, cost-saving, flexible schedule, and work-life-school balance. In the United States, student enrollment in online education has proliferated in the past few decades. The online modality of providing education has become a crucial part of higher education. Online courses are in high demand. However, due to adult learners' characteristics and work-life situations, the course design and facilitation in online education can only partially replicate directly from the traditional classroom setting. Owing to high attrition rates in online classrooms, institutions and educators must carefully design or redesign courses relevant to the competitive job market demands. The need for contemporary instructional designs focusing on student-centered education is essential. Supported by comprehensive research studies, active learning, and high-impact educational practices have helped learners develop critical competencies and skills required by employers. Moreover, adopting appropriate pedagogical practices is necessary for better student engagement, academic performance, and retention rate.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0028/a.php" alt="Hit counter" /></p>

Developing an Active Learning Practices Scale for Academicians

Bu çalışmanın amacı öğretim elemanlarının aktif öğrenme uygulama düzeylerini belirlemek amacıyla geçerli ve güvenilir bir ölçek geliştirmektir. Bu amaçla oluşturulan madde havuzu, alan uzmanlarına gönderilmiştir. Uzmanlardan gelen dönütlere göre gerekli düzeltmeler yapılarak 40 maddelik bir taslak form oluşturulmuştur. Açımlayıcı Faktör Analizi (AFA) aşaması için 294, Doğrulayıcı Faktör Analizi (DFA) aşaması için 175 öğretim elemanı olmak üzere toplamda 469 katılımcıya ulaşılmıştır. Katılımcılardan elde edilen veriler ile SPSS programı yardımıyla AFA yapılmıştır. Analiz sonuçlarına göre “İşbirliği Sağlama”, “Dijital Öğrenme Teknolojilerini Kullanma”, “Zihinsel Süreçleri Etkinleştirme”, “Soru Sormaya Teşvik Etme” ve “Görevler Verme” olmak üzere 5 faktör ve 28 maddeden oluşan bir yapıya ulaşılmıştır. AFA ile ortaya konulan yapının doğrulanması için ise Mplus 8.4 programında DFA yapılmıştır. Ölçeğin alt faktörleri arasındaki ilişkinin olumlu ve anlamlı olduğu belirlenmiştir. Alt faktörlerin aktif öğrenme uygulamaları olarak adlandırılan bir ana yapının bileşenleri olduğu ve bu bileşenlerin bir araya gelerek bir üst yapıyı oluşturduğu doğrulanmıştır. Modelin uyum iyiliği indeksleri değerleri χ2/sd= 1,62, RMSEA= 0,060, SRMR= 0,070, CFI= 0,90 ve TLI= 0,89 olarak bulunmuştur. Son olarak, ölçeğin tümü ve alt faktörleri için Cronbach alfa iç tutarlılık katsayısı 0,93 olarak hesaplanarak ölçeğin güvenirlik kanıtları elde edilmiştir.

Problems of Learning the Qur’an in Early Childhood Education during the COVID-19 Pandemic

Purpose – The early learning of the Qur’an, infused with Islamic values, has been widely regarded as an effective tool in preserving the natural inclinations of children and nurturing their humanity. However, the ongoing COVID-19 pandemic has presented significant obstacles to Qur’an learning in Early Childhood Education (ECE) institutions. As such, this study seeks to offer a comprehensive description of the challenges faced by these institutions in delivering their teachings during this global health crisis.Design/methods/approach – The method used in this research is descriptive qualitative research. The location of this research was carried out at 4 ECE institutions. Namely: RA Al-Muslimun Nurul Islam, TKIT Asy-Syaamil Qur’anic Fullday School, Integrated Star Islamic Early Childhood Education, and RA Ulumul Qur’an Al Madani.Findings – The current COVID-19 pandemic has created significant challenges for learning the Qur’an in ECE. These issues can be categorized as internal and external factors. Internal factors relate to teachers’ difficulties when conducting practical learning activities outside the classroom. Meeting constraints, large class sizes, and limited time duration often result in an inability to deliver a complete learning experience. Externally, learning losses in early childhood have become apparent, with children experiencing behavioral changes. Not all parents are equipped to accompany their children in instilling Islamic values based on the Qur’an at home. This issue is compounded by parental objections to tuition fees, which creates financial challenges for institutions. Finally, offline learning has been the subject of criticism from the community, which indirectly affects the learning process.Research implications/limitations – This study used a qualitative method related to the problems of learning the Qur’an in ECE during the COVID-19 pandemic. Practical implications – The research presents significant implications for developing Al-Qur’an learning post-pandemic. It also provides valuable insights into formulating policies about Al-Qur’an learning during pandemics. Additionally, the study sheds light on the effectiveness of character building during the challenging times of the COVID-19 pandemic.Originality/value – Potential avenues for further investigation could include examining the effects of COVID-19 on the acquisition of Qur’anic knowledge during early childhood and its potential impacts on personality development. Such research could contribute to a deeper understanding of how the pandemic has influenced educational and psychological outcomes in this context.
 Paper type Research paper

What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities.

Our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We investigated how the incorporation of active-learning practices influences the learning and self-advocacy experiences of students with ADHD and/or SLD (ADHD/SLD) in undergraduate science, technology, engineering, and mathematics (STEM) courses. Semistructured interviews were conducted with 25 STEM majors with ADHD/SLD registered with a campus disability resource center at a single university, and data were analyzed using qualitative methods. Participants described how they perceived active learning in their STEM courses to support or hinder their learning and how active learning affected their self-advocacy. Many of the active-learning barriers could be attributed to issues related to fidelity of implementation of a particular active-learning strategy and limited awareness of universal design for learning. Active learning was also reported to influence self-advocacy for some participants, and examples of self-advocacy in active-learning STEM courses were identified. Defining the supports and barriers perceived by students with ADHD/SLD is a crucial first step in developing more-inclusive active-learning STEM courses. Suggestions for research and teaching are provided.

Addressing blank stares and unintended paths in student-centered learning

Despite decades of research supporting their effectiveness, adoption of student-centered teaching practices is slow, and many instructors try active learning only a few times before reverting to traditional teaching methods. Like most skills, learning to design and facilitate student-centered activities takes practice, and new adopters often encounter frustrations as they begin to implement these approaches. Sharing best practices for smoothing the implementation of active learning can increase the likelihood that instructors will adopt and sustain evidence-based practices. I will describe two common hurdles (and how I address them) when implementing student-centered activities in my undergraduate signals and systems courses. (1) The blank stare: Whether it be resistance to active learning practices, lack of understanding of the content, or just not enough sleep the night before, students often struggle to get started when handed an active learning activity. (2) The path not intended: One of my favorite parts of teaching is designing activities that (I believe) are engaging, relevant, and help students draw connections among important concepts. More often than I’d like to admit, however, the approach I have in mind when designing the activity bears little resemblance to the (equally valid) approach students take when completing it.

Interventions to improve the detection of depression in primary healthcare: systematic review

BackgroundSeveral studies have been conducted on the effect of interventions on the detection of depression in primary healthcare (PHC). Systematic reviews have also been done on the effectiveness of separate interventions. However, systematic reviews are not done on the comparative effectiveness of several interventions. This study, therefore, aimed at synthesizing the global evidence on the effectiveness of interventions to improve the detection of depression in PHC.MethodsWe searched PubMed, Embase, PsycINFO, Web of Science, Cochrane Database of Systematic Reviews, Global Index Medicus, African Index Medicus, and African Journals Online, from the inception of the databases to until the 4th week of April 2020. We also searched references of the included articles. We included randomized trials, cluster randomized trials, or quasi-experimental studies, which evaluated the effectiveness of an intervention to improve detection of depression in the PHC setting. Two of the review authors independently extracted data from the included studies. The methodological quality of the included studies was assessed using the Assessment Tool for Quantitative Studies developed by the Effective Public Health Practice Project. The protocol for the review was registered on PROSPERO (CRD42020166291).ResultsOf 23,305 records identified, we included 58 articles in the review. Diverse types of interventions were evaluated to improve clinician diagnosis of depression in the PHC setting. Interventions related to implementation of guidelines, screening with feedback, educational interventions which incorporated active learning and clinical practice, and disclosure of screening results were found to be mostly effective. Interventions which combined education, screening, and feedback were particularly more effective. Most of the included studies were weak or moderate in their methodological quality.ConclusionsOur review indicates that implementation of a single type of intervention does not improve the detection of depression in PHC. Combining aspects of each type of intervention which are more effective may be useful. Education and training interventions which include more simulation and role playing are found to be effective over time. Most of the studies conducted in the area are from high-income countries and are weak in their methodological quality. There is need to conduct more number of studies in low-income settings.

Machine learning based approach for modeling and forecasting of GPS–TEC during diverse solar phase periods

The ionosphere is a dispersive medium and it is the most important source of error affecting radio communications. As a result, precise improvements in ionospheric Total Electron Content (TEC) predictions and early warning alerts are critical for space-based radio communication and navigation systems services. In the present study, we examined the Global Positioning System (GPS)–derived TEC observations of Bangalore station (Geog. Lat. 13.02° N and Geog. Long. 77.57° E) during the 24th solar cycle, which extends the 11 years from 2009 to 2019. Based on Solar Radio Flux (sfu) and seasonal features, machine learning frameworks have been developed to forecast monthly/hourly GPS-TEC values. Motivated by the preliminary results, the problem of traditional approaches for predicting ionospheric GPS-TEC values and improvements using the machine learning approach is discussed. The Kernel extreme learning machine (KELM) model has characteristics of accuracy and good generalization performance compared with the traditional method of Holt-Winters (HW) and (Auto Regressive Moving Average (ARMA). The experimental results show that the statistical validations of the KELM model are superior to the other statistical models, with average Mean Absolute Error (MAE) and Root Mean Square Error values, which is of 0.94 and 1.305 TECU (KELM), 1.70 and 2.29 TECU (ARMA) and 2.91 and 3.86 TECU (HW) during different phases of the solar cycle. In addition, the proposed model is validated by comparison with global ionospheric models (International Reference Ionosphere (IRI) −2016 and Global Ionosphere Map (GIM). The results show that the proposed approach is superior to other alternatives using prediction accuracy. This paper outlines a machine learning framework for space weather predictions and recommends KELM classifier could be used for other query functions in Active Learning (AL) practice approaches and other datasets of the Global Navigation Satellite System (GNSS).

PEMBERDAYAAN KOMUNITAS: STEM UNTUK PEMBELAJARAN MATEMATIKA MENYENANGKAN

Learning abilities that are elements of learning in the 21st century require teachers to have skills in guiding students to develop communication skills, process information, think creatively, solve problems, collaboration and manage themselves. These abilities can be developed through the implementation of innovative learning in the classroom, one of which is the STEM approach. STEM-based learning integrates four fields, namely science, technology, engineering and mathematics in one learning activity. This service activity was carried out by 30 mathematics teachers who were members of the Mathematics teacher community in Denpasar City. The activity is carried out using the Asset Based Community Development (ABCD) method. The service activities that have been carried out have a good impact on teachers. At the end of the activity, teachers can understand STEM-based mathematics learning through practical learning activities and are able to develop learning innovations by compiling STEM-based learning scenarios.

Students’ response to the introduction of active learning and computational practices in a bachelor-level earth science course

Earth science education should provide space for students to engage with real-world problems involving complex earth systems and their societal implications. However, the ill-structured nature of such problems creates uncertainty among both teachers and learners. To explore the effect of this uncertainty, we designed and taught a bachelor-level earth science course that introduced geology students to computational practices allowing them to work with authentic data, methods, and ill-structured problems. In addition, the course was designed entirely for active learning and formative assessment. Students provided reflection notes as part of every learning activity, and a series of focus group interviews were conducted at the end of the course to triangulate student experiences with computational practices and problem solving in groups. Our findings suggest that the introduction of computational practices to novices, combined with the transition from passive to active forms of learning, were major sources of uncertainty. This uncertainty needs to be understood and confronted in order for students to engage with real-world problems in an effective manner. On the other hand, our results indicate that collaborative work in groups can alleviate some of the effects of this uncertainty. Our study also supports the systematic use of student reflections as a means of fostering feedback literacy among students as well as teachers.

Management of Practice Activities of Engineering Students at Vinh Long University of Technology Education

Managing practice learning activities of students at Vinh Long University of Technology Education (VLUTE) is considered an indispensable requirement in the process of providing vocational training for students, especially those majoring in engineering. The current situation of managing students' practice learning activities still consists of problems such as inadequate and outdated practice equipment and machinery and a number of teachers and instructors in charge of practice activities still do not pay enthusiastic attention to students. In addition, students lack the reactiveness in expanding their knowledge to well perform in production enterprises... Therefore, the University needs appropriate solutions such as innovating the management of practice activities at the University and production enterprises as well as investing in and managing equipment and machinery in practice workshops or laboratories to improve the quality of vocational training and the quality of technical human resource training for the country.

The Implementation of Education for Sustainable Development-Oriented Problem-Based Learning in Practical Work for Making Alum

The problem-based learning (PBL) method is one method to insert the competency targets of Education for Sustainable Development (ESD). This research aims to investigate how the implementation of ESD-oriented problem-based learning to metal and non-metal chemistry practical work. The research method used in this research is a qualitative descriptive method and the research subject is the 4th-semester Chemistry Education university students. The research result shows that the ESD-oriented PBL method is applicable in metal and non-metal chemistry practical work. Practical work with the ESD-oriented PBL method can be used as an innovation for practical learning activities to achieve the ESD target competencies. Based on the questionnaires responded by the students, it can be concluded that the practical work with the ESD-oriented PBL method could increase the students’ ability for problem-solving with percentages of 33% strongly agree and 50% agree. Practical work learning with the ESD-oriented PBL affects the students to be more active in practical work activities. The stages of the PBL method help the students develop problem-solving abilities, and this is one target of ESD competencies.

Digital Literacy Strengthen Based of Cycle Learning-Constructivism on GeoGebra Strategy Training

One of application that can be used in education is GeoGebra. GeoGebra improved the quality of the learning process, increased the creativity of educators in learning processes, and upgraded understanding and knowledge of virtual learning media. The profile of educators is expected to be educators who are able to provide good learning. Therefore, this activity makes educators have the ability to operate or use technology-based learning media such as the GeoGebra application. The strategy carried out is a GeoGebra workshop or training for Mathematics educator in Sorong, West Papua, Indonesia. The implementation of this training or workshop is carried out of participant active learning or direct online practice educators. The online media used are ebooks called EPUB, that enhance and strengthen digital literacy. This workshop based on cycle learning-construktivism in GeoGebra training. The benchmark used as an indicator of the success of this activity is the output produced by educators, such GeoGebra skills and collection of teaching guide with GeoGebra learning media.