Principles Of Active Learning Research Articles

The Status of Teaching with Digital Devices: The Case of Pre-Service Performing Arts Teachers of St. Ambrose College of Education in Ghana

This study examines how teaching and learning of Performing Arts incorporate digital devices in lesson preparation, lesson delivery, and reflection at the pre-tertiary level. Using a case study, the research examines how Performing Arts pre-service teachers of St. Ambrose College of Education who are on attachment (teaching practice) use technology to support and enhance teaching and learning. Respondents sampled from the population were observed while they taught in the classroom and interviewed. Findings indicate that the use and choice of digital devices is dependent on action learning and adult learning principles and incorporating digital devices in instruction enhances teaching. However, both conclusions are dependent on the accessibility and availability of digital devices to both teachers and learners. Consequently, the lack of access to and availability of digital devices negatively impacts the use of digital devices and vice versa. This study recommends that teachers are exposed to practical application of Information and Communication Technology (ICT) during their time at the College of Education and that stakeholders ensure that teachers and learners have access to digital devices.

An Active Learning Approach to Evaluate Networking Basics

Active learning is a paradigm where students take a more active role in their learning process. In this paper, two team-based evaluation activities are established for students according to the principles of active learning in order to assess their knowledge, skills and attitudes. These activities were based on scenarios related to network administration issues, and at a later stage, each team had to make a pitch presentation about what they did and how they did it to address them. Each presentation was rated by all students with a specific construct on a peer review basis, which had previously been validated by a panel of experts. The results obtained revealed quite high values with low variability and an acceptable reliability. Additionally, the level of motivation was also assessed, indicating a high level of motivation while undertaking the activities.

The degree to which classroom teachers apply the principles of active learning from their perspective in Ma'an Governorate

The degree to which classroom teachers apply the principles of active learning from their perspective in Ma'an Governorate

ADVANTAGES AND DISADVANTAGES OF FLIPPED CLASSROOM IN ADULT EDUCATION USING DISTANCE LEARNING FOR LEARNING PROGRAMMING

The flipped classroom model has emerged as an innovative approach to education, particularly gaining traction in adult education and distance learning contexts. This pedagogical framework reverses the traditional classroom structure, encouraging students to engage in self-directed learning at home while reserving class time for interactive activities and collaborative projects. This paper provides a comprehensive review of the advantages and disadvantages of the flipped classroom model, particularly focusing on its application in adult education, programming learning, and distance education. Five key themes emerge from the discussion: flexibility, personalized learning, active engagement, technology reliance, and assessment challenges. While the flipped classroom offers benefits such as flexibility in scheduling, personalized learning experiences, and increased interaction, it also poses challenges related to technology dependence, potential learning style mismatches, and difficulties in measuring engagement and providing timely feedback. Through a theoretical lens grounded in constructivist learning theory and active learning principles, the paper explores how the flipped classroom model aligns with contemporary educational theories and practices. Furthermore, practical recommendations are provided for educators looking to implement the flipped classroom model in adult education settings, emphasizing the importance of creating high-quality pre-class materials, promoting active learning and practice, and fostering a supportive learning community. By leveraging the theoretical underpinnings of constructivism and active learning, educators can optimize the flipped classroom model to cater to the unique needs of adult learners, promote engagement, and enhance learning outcomes.

Developing skills of action learning facilitators

ABSTRACT This Account of Practice concerns a short training programme for action learning facilitators, which celebrates its 10th anniversary this year. The programme is run on action learning principles and it involves participants working as an action learning set, taking turns to act as facilitators, set members, and issue holders, and reflecting on the processes they experience and the learning they are gaining. They are supported by two experienced action learning facilitators. The paper explains how these learning processes are structured and enabled, and also shares examples of the models that are used to help participants understand how best to learn through engaging in new experiences and to support the development of the fundamental facilitation skills of listening and asking questions.

Successful scaling of action learning principles through self-facilitated peer coaching groups

ABSTRACT This account of practice describes an online program started in 2022, which helps leaders at BNP Paribas to be more effective problem solvers and inclusive leaders by developing stronger questioning and listening skills. The goals of this program were aligned with action learning and could have been achieved with standard, coach-led action learning groups, however there was a desire at the bank to scale this program to support up to 80 participants at a time at a reasonable budget. Therefore, at Be Leadership we set out to design a program that met our learning outcomes in a scalable, cost-effective way. This account concludes that with the right set up and ongoing support, self-facilitated peer coaching groups can consistently reach the same rich learnings and positive outcomes as those using standard coach-led action learning. Across three cohorts and 47 peer coaching groups, 96 percent of participants said they were satisfied with the program and 92 percent said insights from this program would be useful in their career development. When asked if they would recommend this course to their peers, the experience received a Net Promoter Score (NPS) of 8.53 on a scale of 1–10.

Action learning: from strict sessions to other applications

ABSTRACT The article discusses the author’s transformative journey, who transitioned from a traditional trainer to a passionate action learning coach through a series of personal and professional experiences. On top of that, the knowledge and experiences gained from action learning marked a pivotal moment, leading to a profound shift in the approach to coaching and people development. The article details three distinct cases in which the author applied action learning principles effectively: 1. Cultivating Core Values for a Public Hospital in Thailand, 2. Building a Team with Action Learning, and 3. Driving and Actualizing Results of a Leadership Development Program. Throughout these cases, the presence of a trained and certified action learning coach was highlighted as a critical factor. The coach’s expertise in asking thought-provoking questions, encouraging learning from actions, and fostering a safe and effective learning environment played an essential role in the success of each initiative. The author concludes with key learnings, emphasizing the adaptability of action learning beyond traditional sessions, the importance of simplicity in its application, and the transformative power of skilled action learning coaches in driving meaningful change and development.

Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE

ABSTRACTThis study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the principles of content focus, active learning, and duration of training, the model aimed to promote the capability of teachers to meet the needs of all students in their regular classrooms, including ‘students of determination’ (students experiencing special needs). A convergent parallel mixed method research paradigm evaluated the impact of this evidence-based initiative. Analysis suggested that the model verified the criteria upon which it was predicated, and demonstrated its utility in effecting authentic, positive change with regard to teacher learning and encouraging inclusive teaching, evidencing its value as a generalisable model of teacher PD within the UAE. Key contributions to the model’s effectiveness are discussed along with the model’s potential to promote sustained change, and relevant implications.

Evaluating an Inquiry-Based Learning Program.

Background Inquiry-based learning (IBL) is a promising educational framework that is understudied in graduate medical education. Objective To determine participant satisfaction, and engagement with phases of an IBL postgraduate education program. Methods A mixed methods study collected data via survey statements and open-ended responses. The authors included participants attending an Intensive Care Medicine (ICM) IBL program from May to November, 2020. Quantitative outcomes included participants' satisfaction with the IBL format and impact of engagement with IBL on the learning experience. Qualitative outcomes explored determinants of engagement with IBL phases and the impact on the learning experience. Results Of 378 attendees, 167 submitted survey responses (44.2%). There was strong agreement relating to overall satisfaction (93.4%). Responses indicated engagement with 'orientation' (94.6%), 'conceptualization' (97.3%), 'discussion' (91.1%) and 'conclusion' (91.0%), but limited engagement with the 'investigation' phase (48.1%). Greater engagement with IBL phases had positive impacts, with repeat attenders having clearer learning objectives (79.1% vs 56.6%, [p<0.05]) and enhanced learning through collaborative discussion (65.9% vs 48.7%, [p<0.05]). Qualitative analysis showed that ICM learners value active learning principles, clear objectives and a safe environment to expand their "knowledge base". Sessions facilitated "clinically relevant learning", with application of theoretical knowledge. Learners transformed and "reframed their understanding" using the input of others' experiences. Conclusions ICM learners were highly satisfied with the IBL format and reported valuable learning. Participants engaged strongly with all IBL phases except the investigation phase during the sessions. IBL facilitated learners' active construction of meaning, facilitating a constructivist approach to learning.

COVID-19: An opportunity to engage African Americans and women in research on cardiovascular disease

IntroductionAfrican Americans (AA) have been disproportionately affected with the COVID-19 disease experiencing 30%-60% of the deaths, while only making up 13% of the US population. Early data suggest that pregnant women and those with cardiovascular disease (CVD) may experience worse outcomes with severe coronavirus infection. There is an urgent need to incorporate AA and female perspectives into the design of research on the CVD complications related to COVID-19. ObjectivesThe goal of this project was to incorporate perspectives of AA and female patients in developing research priorities and AN agenda related to COVID-19. Objectives included: (a) develop a strong, research-ready partnership capable of executing PCOR, (b) creation of a research agenda and a set of priorities on racial/sex-specific CVD disparities in COVID-19 which reflects the perspectives of AA's and women; (c) long-term objective is creation of a set of research questions suitable for clinical research using the AHA Registry. MethodsThe project used principles of active and adult learning within the framework of capacity building to build a strong, patient-centered vision of research needs. Different methods of obtaining patient input were used to identify questions suitable for research using the America Heart Association COVID-19 CVD Quality Improvement Registry: focus groups and town halls to identify concerns and interests vis-à-vis CVD and COVID research; narrative medicine methods collected compelling real-life, COVID-19 health stories; a research advisory council reviewed and prioritized research questions. ResultsOutcomes include a replicable method of obtaining patient-oriented input into the creation of a research agenda and a set of research priorities for COVID-19. Outputs include the establishment of a research advisory council and stakeholder training using the PCORI funded, PORTAL program resources; a catalogue of patient generated narratives on COVID-19 experiences in the voice of AAs and women, and a set of research questions suitable for research using the AHA Registry. ConclusionThe project created a research ready stakeholder network, ready to develop a research agenda about COVID-19.

Emergency Medicine Obstetrics and Gynecology: A Case-Based Curriculum for Residents.

Millions of patients present to US emergency departments every year with OB/GYN concerns. Emergency medicine trainees must be adequately prepared to care for this population, regardless of how commonly they appear in the training environment. We used active learning and gamification principles in this curriculum to increase learner engagement and participation in the material. We chose OB/GYN topics based on review of Tintinalli's OB/GYN content and the American Board of Emergency Medicine's Model of Clinical Practice. Each session comprised a case-based lecture and review questions using the game-based Kahoot! online software. Pre- and postcurriculum surveys assessed residents' confidence in caring for emergent OB/GYN pathologies on a 5-point Likert scale. We designed survey questions assessing the first level of Kirkpatrick's levels of training evaluation; these questions were reviewed and revised by the department's Medical Education Scholarship Committee for validity. A mean of 18 residents attended each session. Seventy-six percent of residents (26 of 34) completed the precurriculum survey, 67% (23 of 34) completed the postcurriculum survey, and 44% (15 of 34) completed both. For all respondents, mean reported confidence with curriculum topics increased from 3.5 to 4.0 (p < .05). For residents completing both surveys, confidence increased from 3.4 to 4.0 (p < .01). Application of this curriculum significantly improved learner confidence in targeted OB/GYN topics. Future directions could include evaluating curricular impact at higher levels in the Kirkpatrick model, extending sessions to include more time for interaction, and adding suggested readings.

Introducing Variational Inference in Statistics and Data Science Curriculum

Probabilistic models such as logistic regression, Bayesian classification, neural networks, and models for natural language processing, are increasingly more present in both undergraduate and graduate statistics and data science curricula due to their wide range of applications. In this article, we present a one-week course module for students in advanced undergraduate and applied graduate courses on variational inference, a popular optimization-based approach for approximate inference with probabilistic models. Our proposed module is guided by active learning principles: In addition to lecture materials on variational inference, we provide an accompanying class activity, an R shiny app, and guided labs based on real data applications of logistic regression and clustering documents using Latent Dirichlet Allocation with R code. The main goal of our module is to expose students to a method that facilitates statistical modeling and inference with large datasets. Using our proposed module as a foundation, instructors can adopt and adapt it to introduce more realistic case studies and applications in data science, Bayesian statistics, multivariate analysis, and statistical machine learning courses.

Kontekstualisasi Nilai-Nilai Al-Qur’an Perspektif Kebijakan Penyelenggaraan Pendidikan Telaah Normatif Empiris Program PengajaranSatuanPendidikan Pondok Pesantren Tahfidzul Qur’an Ibnu Ali Pamekasan

Contextualization of the values ​​of the Qur'an is a policy perspective in the implementation of education which is directed at developing the potential of students so that they have the ability to associate; interact; and constructing social reality as an instrumental spectrum in the continuity of the learning process in units educational. This policy is believed to be a key instrument that is considered effective and systemic in determining the success of the formation of the minimum competencies that students must possess through the provision of education that refers to the principle of active learning; innovative; creative; educative; and fun both at the normative level and at the empirical level.&#x0D; Keywords :Contextualization of Al-Qur'an Values, Implementation of Education.

‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students

University students of all disciplines are expected to display critical thinking. Critical thinking may, however, be impeded by psychological and sociological factors such as: belief and confirmation biases, framing, social pressure to conform and poor assessment of probability and risk. These factors are rarely, if ever, thoroughly examined in isolation, outside the context of the students’ discipline. The aim of this study therefore was to ascertain whether students found that their critical thinking benefited from a better understanding of these factors. To this end, a series of workshops was designed along active learning principles which explored the human factors affecting critical thinking. These workshops were delivered to international students studying various disciplines at the University of Sheffield in the UK, and the participants were then interviewed. The resulting data was analysed using thematic analysis and code development. Participants reported as a result of these workshops an improved understanding of the critical thinking skills of questioning and analysing, using multiple perspectives and argument building; and new awareness of confirmation bias, the use of evidence and sources, framing, independent thinking and culture in relation to critical thinking. In particular, students from educational traditions that favour certainty and authority showed greater tolerance of ambiguity and willingness to judge for themselves. There was also evidence of development in critical dispositions relating to the self (such as self-awareness) and to other people (such as respect for others’ views) as well as criticality, that is, awareness of one’s role in society. This suggests that a better understanding of the factors that influence human thought processes develops students as critical thinkers and equips them to make a positive contribution to the world.

Paving the Way Forward for Evidence-Based Continuing Professional Development.

Continuing professional development (CPD) fosters lifelong learning and enables health care providers to keep their knowledge and skills current with rapidly evolving health care practices. Instructional methods promoting critical thinking and decision making contribute to effective CPD interventions. The delivery methods influence the uptake of content and the resulting changes in knowledge, skills, attitudes, and behavior. Educational approaches are needed to ensure that CPD meets the changing needs of health care providers. This article examines the development approach and key recommendations embedded in a CE Educator's toolkit created to evolve CPD practice and foster a learning experience that promotes self-awareness, self-reflection, competency, and behavioral change. The Knowledge-to-Action framework was used in designing the toolkit. The toolkit highlighted three intervention formats: facilitation of small group learning, case-based learning, and reflective learning. Strategies and guidelines to promote active learning principles in CPD activities within different modalities and learning contexts were included. The goal of the toolkit is to assist CPD providers to design educational activities that optimally support health care providers' self-reflection and knowledge translation into their clinical environment and contribute to practice improvement, thus achieving the outcomes of the quintuple aim.

The effects of a gamified online course on pre-service teachers' confidence, intention, and motivation in integrating technology into teaching.

Teachers are gatekeepers of technology integration in the classroom. Pre-service teachers' attitudes, confidence, and competence in exploring emerging technologies play a critical role in teachers' adoption of technology in teaching. This study examined the effects of a gamified technology course on pre-service teachers' confidence, intention, and motivation in integrating technology into teaching. A sample of pre-service teachers (N = 84) at a Midwestern university in the United Statesin the academic year of 2021-22 was surveyed. The regression results revealed that the gamified course significantly and positively influenced pre-service teachers' confidence in using technology in education, intention to adopt gamification, and motivation to explore more emerging technologies for teaching, after controlling for gender. In contrast, gender did not affect pre-service teachers' confidence, intention, and motivation in integrating technology into instruction after controlling for the gamified course effects. Suggestions on gamifying course design while leveraging quest-based learning and active learning principles to enhance student positive attitudes and motivation to explore technology integration are discussed.

Heritage education and active learning: Developing community and promoting diversity in Turkey

ABSTRACT Heritage education is part of the global response to destruction of archaeological sites in Middle East and North Africa (MENA) countries and will be important in achieving the secondary integration priorities of the Turkish state and NGOs working with Syrian migrants in Turkey. However, the effectiveness and pedagogy of heritage education interventions in diverse MENA communities is under-researched. We present here quantitative and qualitative evaluation data from a pilot project involving 169 teachers and c.2,800 children in Fethiye, SW Turkey. Educational games based on the pedagogic principle of Active Learning were well-received and raised participants' awareness of heritage but teacher confidence in delivering them remained low, even after training. Active Learning effectively engages both local and migrant groups with the shared space that they inhabit, even where its heritage has contested meanings, and heritage education and may have long-term social benefits for communities experiencing disruption and migration caused by conflict.

Speeding Up Subjective Video Quality Assessment via Hybrid Active Learning

Subjective video quality assessment (VQA) is the most reliable way to get accurate quality scores, providing first-hand data on the research of quality of experience (QoE). However, traditional subjective VQA has the disadvantage of being cumbersome and time-consuming. In this paper, we propose an efficient subjective VQA framework based on hybrid information and active learning, named HA-SVQA. Built on the principle of active learning for data annotation, HA-SVQA allows iterative assessments on the most valuable or informative videos, which are selected based on hybrid information from the subject’s prior decisions and the objective quality predictions. By eliminating the redundant (or less valuable) videos to be assessed, HA-SVQA can speed up the process of subjective VQA. Concretely, our framework starts with a few quality-known videos to initialize dual-regression models. It then uses a scoring-difference stratified sampling strategy to iteratively select the next group of videos to be assessed, which contain high quality uncertainty. The newly scored videos are used to continually update every part of our framework. By this way, subjective VQA can be stopped early while meeting the acceptable goal of a full-time subjective study. We conducted simulation experiments on three different datasets: LIVE, LIVE VQC, and an underwater video quality dataset. The results show that HA-SVQA can effectively speed up the process of subjective VQA and reduce about 1/3 of the human workload or time cost in the presence of data redundancy. In order to investigate the effectiveness of HA-SVQA in more depth, we conducted a field experiment with deep-sea videos. We found that HA-SVQA is still effective in reducing about 1/3 of the overall human workload, which is consistent with the conclusion of simulation experiments. Finally, we discussed some of the factors that potentially affect the QoE modelling and the subjective VQA.

Overcoming isolation with community based digital writing initiatives

Isolation is a consideration for many writers and is a term that has become synonymous with the pandemic. Perhaps this explains why the focus for much practice and research on writing development from a learning development and academic literacies context has traditionally focussed upon in-person support. Digital writing practices offer alternatives to in-person support and opportunities to address writers’ feelings of isolation. The research question for this case study is, therefore; to what extent have changes in writing development through the pandemic refocussed how we engage students in community-focussed digital writing practices, in a learning development and academic literacies context? This case study seeks to answer this question by critically reflecting on the University of Manchester Library’s ‘My Learning Essentials’ approach to digital writing during COVID-19 isolation. During this period, the team launched a range of community-based digital writing development initiatives. These include the peer-led Writing Together workshops and innovative uses of shared Digital Notebooks in embedded writing workshops when teaching within the curricula. Community-based digital writing development has enhanced My Learning Essentials’ existing pedagogic principles of peer-learning and student-centred active learning. The ‘What-So What-What Next’ framework of critical reflection will be used to analyse what worked, what did not work and what we learned in delivering these digital writing initiatives. This case study will provide practise-based suggestions and implications for writing workshop pedagogy in the age of COVID-19 and beyond, that will be of interest to learning developers, academic skills tutors and other teachers of academic writing, as well as practitioners of digital writing more generally.

Active learning in an online postgraduate research module: Perceptions of accounting students and lecturers

Chartered accountancy education offered by universities in South Africa has traditionally been characterised by passive face-to-face (F2F) learning approaches. Literature, however, has pointed out that active learning can enhance student learning, engagement, and motivation. Moreover, employing active online learning could facilitate the development of digital and critical thinking competencies in accounting students, the importance of which is increasingly emphasised. In response to this, a more traditional and passive F2F lecture week (as part of a postgraduate course on research in accounting) was redesigned during the COVID-19 pandemic to be presented fully online, based on the active learning principles found in Laurillard’s Six Ways of Learning. A questionnaire was administered to investigate the perceptions of both students and lecturers as to whether the redesign led to improved learning and competency development, and to increased engagement and motivation. Although some students were resistant to the change in learning approach from passive to active, respondents felt that the active learning tasks led to increased engagement and enhanced learning by students. Student resistance should be managed in future redesign processes to minimise the effect thereof on learning outcomes, possibly through change management principles such as purposeful communication regarding the benefits and requirements of active learning. Respondents reported that the online learning environment provided students with increased flexibility, but that this flexibility had to be managed through self-regulation or monitoring by lecturers. Online learning also led to feelings of disconnect (between lecturers and students, within the student group and in relation to the content). Such disconnect could be alleviated by applying a blended learning approach in future, using the advantages of both the F2F and the online environment. The results of this study are important to lecturers seeking to design courses that engage and motivate students, enhance learning, and allow the development of the competencies required of the accountants of the future.