Active Learning Tool Research Articles

Assessing the Effectiveness of Student-generated Scenario-based Questions as a Tool for Active Learning

Background: Active learning is not new as an educational philosophy and its benefits over passive learning modes are well known. In a competency-based framework, active learning is one of the key thrust areas. However, across the globe studies have shown that its implementation is wrought with challenges and limitations. The present study explored the implementation and effectiveness of an innovative technique of active learning where students in small groups of 5–6 construct structured scenario-based questions (SBQs) and learn in the process of making questions. Objectives: The study was done with the objective of assessing the effectiveness and feedback of student-generated SBQs as a method of active learning among medical students. Materials and Methods: Sensitization about the project was done followed by deciding the topics which could be covered with this method. The method was implemented in Physiology for Phase 1 MBBS students. During implementation, two small groups (25 students each) were randomly assigned into a “study group” and two into a “control group.” The students were given trigger topics, learning resources and then asked to make SBQs in sub-groups of 5–6. The questions were then opened to discussion, comments and answering by the peers. Knowledge obtained was compared by a pre-post analysis within-group using paired t-test. Between-group analysis was done using independent sample t-test. Feedback was collected both from faculty and students on a Likert Scale. Results: The study group recorded a statistically significant higher score (11.92 ± 2.2) after the activity as compared to control group (8.04 ± 2.24). Feedback received from participants and faculty was positive with a mean score of more than 4 on a 5-point Likert Scale for all items, except feasibility in which the faculty feedback score was 3.67. Out of 49 participating students, 31 students commented on qualitative feedback that it was engaging. More than half (26) students mentioned they “want more such sessions.” Conclusion: The present study showed that this activity can be implemented in small group teaching hours of the timetable. It retains the benefits of active learning both in terms of learning outcomes and experientially. It can also be used as a means to implement problem-based learning and early clinical exposure.

Let’s Edit: Using Wikipedia Edit-a-thons as Vehicles for Information Literacy

This article explores the integration of Wikipedia into information literacy instruction through the use of edit-a-thons, highlighting its potential despite historical skepticism from librarians. Wikipedia's mission aligns with librarianship’s core values of providing free access to information, yet its open-source nature challenges traditional notions of authority and reliability. The article advocates for leveraging Wikipedia as a tool for active learning, specifically to enhance students' understanding of the American College and Research Libraries’ (ACRL) information literacy frames. By hosting edit-a-thons, librarians can engage students in hands-on activities that improve their skills in evaluating sources and understanding authority. The article provides practical recommendations for conducting successful edit-a-thons, including creating Edit Guides, embracing the social aspects of these events, and using Wikipedia-Integrated Outreach Dashboards for program evaluation. Ultimately, it argues that Wikipedia can significantly contribute to information literacy education and suggests strategies for librarians to effectively incorporate it into their instructional practices.

Machine learning to optimize literature screening in medical guideline development

ObjectivesIn a time of exponential growth of new evidence supporting clinical decision-making, combined with a labor-intensive process of selecting this evidence, methods are needed to speed up current processes to keep medical guidelines up-to-date. This study evaluated the performance and feasibility of active learning to support the selection of relevant publications within medical guideline development and to study the role of noisy labels.DesignWe used a mixed-methods design. Two independent clinicians’ manual process of literature selection was evaluated for 14 searches. This was followed by a series of simulations investigating the performance of random reading versus using screening prioritization based on active learning. We identified hard-to-find papers and checked the labels in a reflective dialogue.Main outcome measuresInter-rater reliability was assessed using Cohen’s Kappa (ĸ). To evaluate the performance of active learning, we used the Work Saved over Sampling at 95% recall (WSS@95) and percentage Relevant Records Found at reading only 10% of the total number of records (RRF@10). We used the average time to discovery (ATD) to detect records with potentially noisy labels. Finally, the accuracy of labeling was discussed in a reflective dialogue with guideline developers.ResultsMean ĸ for manual title-abstract selection by clinicians was 0.50 and varied between − 0.01 and 0.87 based on 5.021 abstracts. WSS@95 ranged from 50.15% (SD = 17.7) based on selection by clinicians to 69.24% (SD = 11.5) based on the selection by research methodologist up to 75.76% (SD = 12.2) based on the final full-text inclusion. A similar pattern was seen for RRF@10, ranging from 48.31% (SD = 23.3) to 62.8% (SD = 21.20) and 65.58% (SD = 23.25). The performance of active learning deteriorates with higher noise. Compared with the final full-text selection, the selection made by clinicians or research methodologists deteriorated WSS@95 by 25.61% and 6.25%, respectively.ConclusionWhile active machine learning tools can accelerate the process of literature screening within guideline development, they can only work as well as the input given by human raters. Noisy labels make noisy machine learning.

Interactive Tablets: Catalyzing Engaged Science Learning in English Instruction

Schools in Thailand are increasingly using tablet computers for active learning. As interactive technology is increasingly used in the classroom, teachers are becoming more concerned about it. This qualitative study explores using a tablet computer as an interactive tool for active learning in teaching science in English. The research study involved three classes with ninety-three Grade 8 students from a demonstration school in Southern Thailand. The study was carried out for three weeks in all three classes. The classroom implementation was recorded and analyzed. Ninety-five percent of the students used tablet computers for class participation, while five percent used phones. The results showed that students used their tablet computers to search for different body parts in English, words that described the body parts and the meaning of the words. They learned independently and at their own pace to complete the classroom tasks. The results suggested that tablet computers are an excellent interactive tool to support active learning in teaching science in English in Grade 8 classrooms.

Laughing to learn: harnessing student-developed memes in financial accounting classrooms

ABSTRACT This paper investigates the effect of using student-developed memes on students’ learning experience. It sheds light on the perceived usefulness of memes, a non-traditional active learning tool, and their effect on students’ performance in class quizzes. The study employs survey questionnaire and focus group design to collect data from classes of undergraduate introductory financial accounting course at a leading public university in Egypt. Results show that developing memes significantly enhanced students’ perceived engagement in class and interest in the course, which was generally viewed as boring. Students’ scores in class quizzes significantly improved relative to prior scores before developing memes and compared to scores of students who did not develop memes. This paper contributes novel evidence to a growing body of research on the impact of active learning in accounting education and suggests creative learning/teaching tools and areas of improvement for consideration in accounting education practices.

Hands-on gene recombination as an active learning tool for TCR and BCR assembly

Hands-on gene recombination as an active learning tool for TCR and BCR assembly

Leveraging Active Learning to Establish Efficient In Vitro Transcription and Translation from Bacterial Chromosomal DNA.

Gene expression is a fundamental aspect in the construction of a minimal synthetic cell, and the use of chromosomes will be crucial for the integration and regulation of complex modules. Expression from chromosomes in vitro transcription and translation (IVTT) systems presents limitations, as their large size and low concentration make them far less suitable for standard IVTT reactions. Here, we addressed these challenges by optimizing lysate-based IVTT systems at low template concentrations. We then applied an active learning tool to adapt IVTT to chromosomes as template DNA. Further insights into the dynamic data set led us to adjust the previous protocol for chromosome isolation and revealed unforeseen trends pointing at limiting transcription kinetics in our system. The resulting IVTT conditions allowed a high template DNA efficiency for the chromosomes. In conclusion, our system shows a protein-to-chromosome ratio that moves closer to in vivo biology and represents an advancement toward chromosome-based synthetic cells.

Instructional Strategies to Produce Educational Media Systematically

The main research purpose focused on investigating the instructional strategies to produce educational media systematically. The qualitative research methods were conducted by in-depth interviews with the experts and undergraduate students on effectively designing these instructional strategies. The participants consisted of two groups; 1) nine experts in the field of instructional strategies. 2) twelve undergraduate students. Research instruments were two semi-structured interviews with open questions; 1) two sets of interview questions designed for those specialists, and 2) the interview questions designed for an excellent student. Collected data was analyzed and categorized into key issues. The results were presented in descriptive analysis. The findings revealed as following: 1) two main popular instructional media types as follows; 1.1) digital media and 1.2) handmade media 2) the instructional strategies as follows: 2.1) ADDIE included analysis, design, development, implementation, and evaluation. 2.2) 3P included pre-production, production, post-production 2.3) project-based learning 2.4) design-based learning, and 2.5) creative-based learning. 3) teaching techniques and methods encourage students such as case studies, best practices, creative practice, questions, discussion, brainstorming, team-based/group, etc. 4) organized activities to encourage students with active learning, creative knowledge, and instructional media systematically. 5) online tools and new technology could be active learning tools and motivate learners to create new media. Moreover, learning engagement, social media, and immediate feedback could engage students efficiently. 6) media evaluations should be evaluated on the design, production processes, and results. 7) the crucial factors consist of 1) instructional strategies/teaching techniques 2) teachers 3) students 5) materials, equipment, and supporting tools 6) learning environments 7) the work process. 8) the limitations are as follows; 1) teachers 2) students 3) time-limited 4) budget-limited.

Variable Shape Tooling for Composite Manufacturing: A Systematic Review

The choice of material, manufacturing process, and molding tool significantly affects the quality, environmental impact, and cost efficiency of composite components. Producing one-piece hollow profiles with smooth inner surfaces and undercuts presents major challenges for conventional mold concepts. There is yet no thorough review of shape-variable mandrels in composite manufacturing to be found in the literature. This paper provides an overview of research on shape memory polymers and other shape-variable materials used in tooling applications for composite manufacturing. This work covers shape memory, heat shrink, and other deformable tooling concepts that enable the production of one-piece Type V pressure vessels, air intake ducts, or curved struts and tubes. A systematic literature review in combination with a state-of-the-art open-source active learning tool ASReview is conducted. Fifteen relevant studies were identified. Research on shape-variable tooling is mainly conducted by three research groups in the USA and the PRC. The tooling is mostly made of unreinforced thermosets, especially styrene-based ones. Thermoplastic resins are less common, and reinforcements limit the usable elongation in the temporary shape. The shape variability is either a shape memory and/or a softening process, which, in all studies, is activated by heating. Release agents are widely used to ease demolding. No ecological or economical assessment of the manufacturing methods was conducted in the reviewed studies. Three fields for further research that could be identified are as follows: (1) thorough ecological end economical assessment of shape-variable mandrels in comparison with conventional tooling; (2) thermoplastic shape memory polymer mandrels; and (3) further investigation of simulation capabilities for shape memory mandrels.

Three-dimensional modeling in anatomy-Tool or terror?

Three-dimensional (3D) modeling is a recent, innovative approach to teaching anatomy. There is little literature, however, to suggest how 3D modeling is best used to teach students and whether or not students can gain the same level of understanding as they might use more traditional, hands-on, teaching methods. This study evaluated the use of a 3D modeling software in both a flipped classroom curriculum and as an active learning tool in comparison to traditional, physical model-based teaching. Pre- and post-course content-based assessments were used to evaluate students' learning. Our findings indicated no significant difference between standard and flipped classroom learning; however, the students who used 3D modeling software as an active learning tool significantly underperformed students in the standard group (F(2,1060) = 112.43, p < 0.0001). These findings suggest that these technologies may not yet be useful as a primary means of instruction. Possible explanations may include cognitive overload in navigating the system, intrinsic limitations of the software, or other factors. Further development and research of these technologies is necessary prior to their adoption into teaching practices in anatomy.

Photovoice: An active learning tool with community nursing students.

To assess nursing students' experiences of using photovoice as a pedagogical approach to active learning in the community. A descriptive design with a cross-sectional mixed-method questionnaire was used with 108 students following an educational activity, in which their communities were photographed and the impact of the pandemic on vulnerable populations was reflected. Descriptive statistics and thematic analysis were used to analyze the data. Seventy eight percent of the students felt that photovoice was an interesting and useful tool for nurses, 89% affirmed it helped stimulate reflection on social and health inequities in times of pandemic, 82% described that it developed many emotions and feelings and 86% would like to disseminate their photographs directly to stakeholders, citizens, and politicians. Three themes were identified in the data: "stimulate critical reflection", "develop emotional skills", and "encourage action". Photovoice is a successful active learning pedagogical approach that engages nursing students to develop critical awareness while connecting with their communities, with the real world. It fosters students' sensitivity and motivation and encourages them to take action. Teachers need to introduce new scaffolds for active learning, such as photovoice, to provide innovative academic support that nurtures and develops the next generation of nurses appropriately.

Development of hydrological cycle learning media based on android application for fifth grade elementary school students

Many teachers only focus on using books so that students feel bored and bored with learning, which results in learning not being maximally received. Educational media is used as a tool in learning activities to assist teachers and students in achieving learning goals, where technology has become an integral part of all activities. This study aims to develop multimedia learning applications for hydrology subjects for grade v elementary school students. The methodology used is R&amp;D, focusing on the development process. The application is made through the analysis, design, and development stages. Validation from two validators of the media gave 94% results and stated the validity of the media without revision to be used in learning the hydrological cycle in the school curriculum. recommendations from this study are to improve user identity features and quiz features in the surrounding environment.

Evaluating the Effectiveness of the Leading Change for Sustainability in Schools Simulation: A Research and Development Project

Background Although a growing number of simulations have been developed for the purpose of educating for sustainability, published reports consist primarily of prescriptive essays, case descriptions, and commentaries rather than empirical studies. Moreover, only a small number of the empirical studies have used experimental designs to assess their effects on learning. This article addressed the need for validated active learning tools that can be used by educators in educating for sustainability. Aim This article presents the design and initial evaluation of the Leading Change for Sustainability in Schools (LCSS) computer simulation. The study examined the effects of the simulation on student engagement, skills in formulating and executing change management strategies, and the application of knowledge to the simulation challenge. Method This project employed the research and development method for product design and evaluation. A three-week simulation-based learning intervention was conducted with 32 experienced K-12 school teachers and administrators studying in a Master degree program in Vietnam. The research employed a quasi-experimental, time series design to assessed change in learners’ knowledge and skills following participation in the Leading Change for Sustainability in Schools intervention. Repeated measures ANOVA was used to evaluate week-by-week changes in learning outcomes. Results The study found that the simulation-based learning module organized around the Leading Change for Sustainability in Schools (Vietnamese version) simulation was highly engaging for students. Students played the simulation an average of 24 times outside of class during the three-week module (18 hours per student). Students’ skills in formulating and executing change strategies for sustainability improved significantly over the three-week module; 28 students reached the highest level of success on the final assessment. Students also demonstrated significant improvement in their ability to incorporate change management principles into their strategies, indicating improvement in higher-order thinking skills.

ICT in Higher Education: A Tool for Sustainable Development in West Africa.

ICT has been documented in literature to drive sustainable growth and development in many sectors as substantial growth may not be accounted for in isolation on the role of ICT. We looked at the role of ICT in higher education in West Africa region by examining two concepts of sustainable development goals (SDGs), the goal of quality education (goal 4) and the goal of industrial innovations and infrastructure (goal 9). Our idea is that ICT can be used as a tool in higher education to spread knowledge that could led to the attainment of sustainable development in the West Africa region. We examine the role of ICT in higher education on sustainable development by using cross sectional and ex post facto research design, purposive sampling was used to select five countries within the West Africa region based on the accessibility of data within the scope of 2013 and 2022. Active learning theory was used to underpinned the study while least square method of analysis was used as method of data analysis. The data were tested for linearity and the results of the study findings shows that the role of ICT in higher education positively affects sustainable development in the West Africa. The study recommends investment in ICT in higher education as an active learning tool to foster sustainable development as well as to optimally achieve sustainable development in West Africa.

Enactment and impact analysis of active learning strategies utilized for the basic science courses in the evaluation of engineering students

The new era of teaching learning process demands more clearance of theoretical aspects utilizing visual strategies. Accordingly, this research focuses on usefulness of student team achievement division (STAD) and project based learning (PjBL) as active learning strategies for comprehensive understanding of basic science courses. The study revealed increased effectiveness of learning, encouraging equal participation, active engagement and supportive learning environment for better understanding of concepts in basic science courses. The usefulness of active learning strategies has been studied by conduction of STAD &amp; PjBL activities for the Engineering Mathematics and Engineering Chemistry courses respectively. The appropriate evaluation and comparative analysis done before and after activity allows to elaborate the efficacy of visual strategies utilized for understanding theoretical concepts. Keywords—Active learning tools, Basic Science Courses, Evaluation Rubrics, Project Based Learning, Student Team Achievement Division

Online Learning Evaluation (Kahoot!) As A Motivational Tool For Students Learning

We live in an era in which technology develops and evolves every second, making it important to explore its application in teaching and learning outcomes. Traditionally, educators have used passive tools and techniques to deliver information and course materials. However, the spread of technology in the field of education has been followed by the use of various tools in the classroom, such as Kahoot!, a game-based learning platform. This study showed that implementing Kahoot! in an undergraduate course, Seminar and Presentation Skills, at Sultan Qaboos University increased students’ motivation and engagement. Overall, 70.2% of students stated that Kahoot! increased their interest in the course and enjoyment of the class atmosphere. About 64% of the students also appreciated the real-time assessment of their performance in the classroom. The use of Kahoot! improved key skills in students’ attention, creativity, and critical thinking. This study could inspire educators and college instructors to use active learning tools to optimize the learning outcomes of their courses.

Storytelling with Data as an Active Learning Tool for C++ Programming

Abstract— This study examines how second-year mechanical engineering students are taught C++ programming using the active learning strategy "Storytelling with Data. Teaching a programming language to mechanical students in their second year was difficult, especially for the direct second-year students who were not familiar with C++ programming. " 50% of students struggled on the post-unit test using previous techniques. The new method required students to write topic-based descriptions that included justifications, programs, charts, and graphics. These were turned into videos using mobile devices, and app.yoodli.ai was used to assess them for linguistic elements such as weaker words, filter words, inclusiveness, voice quality, and grammar. According to analysis, 80% of the students scored between 12 and 17 out of 20 on the quiz. To determine the statistical significance, a paired t-test can be used. The p-value (0.01844) is smaller than the set significance level (0.05). As a result, you can reject the null hypothesis. This shows that there is a statistically significant difference in student performance before and after utilizing the "Storytelling with Data" approach. Feedback emphasized the method's beneficial effects on participation, group cooperation, and conceptual understanding. This study shows how "Storytelling with Data" can improve C++ programming instruction, address issues, and promote interactive learning, which improves academic performance and comprehension. Keywords— Storytelling; Computer programming; Pedagogy; Learning environment, Teaching practices.

Preparing Students for Careers in the Esport Industry

Role-play is an active learning tool that increases the involvement, motivation, and responsibility of students through their immersion in the very industry for which they are learning and preparing and has been used in a wide range of settings, including education, business, and entertainment, to facilitate education, problem-solving, and personal growth. As such, role-play was implemented in an Introduction to Esport course to help students better understand and experience the real-life planning, obligations, and execution of the many roles and responsibilities necessary to host and stream an esport competition. In this manuscript, we offer an overview of student experiences and provide lessons learned to help enhance future role-playing and experiential learning opportunities in the esport space. Results from this project demonstrated that role-play can be an effective pedagogical tool, affording students with opportunities to enhance their knowledge and familiarity with the esport industry, learn and practice industry-specific skills, and experience a real-time event competition requiring them to apply what they learned in the classroom.

Liver Anatomy 2.0 Quiz: Test Your Knowledge

The liver is one the largest organs in the abdomen and the most frequent site of metastases for gastrointestinal tumors. Surgery on this complex and highly vascularized organ can be associated with high morbidity even in experienced hands. A thorough understanding of liver anatomy is key to approaching liver surgery with confidence and preventing complications. The aim of this quiz is to provide an active learning tool for a comprehensive understanding of liver anatomy and its integration into clinical practice.

E-PORTFOLIO IN STUDENTS' LEARNING FOR SUSTAINABLE DEVELOPMENT

Enhancing technical education by connecting sustainable development goals within the English for Specific Purposes framework requires motivating the professional advancement of students. Therefore, choosing an engaging active learning tool becomes one of the most crucial components of this process. Our understanding of ePortfolio as an all-inclusive and sustainable toolkit to provide non-native English speakers with new sources of professional growth and self-esteem has evolved into the current study's didactic and research scenario. The monitoring of 18 experimental group members while compiling individual electronic portfolios in English helped us explore their progress in terms of both linguistic and professional proficiencies. For this, qualitative and quantitative tools gathered learners` perceptions that were later analysed by statistic and sentiment analysis software. As a result, a visible improvement in B2 mediation, B2 reading and B2 writing communicative competences was detected; a collective awareness of a quality professional background presentation is another outcome of the study. A few technological means in the ESP and research context supported those achievements. The blended focus of this exploration might interest L2 practitioners and educators who are hesitant about involving measurements and analysis tools in their practice. By embracing the two-fold paradigm described above, we now understand that research happens while we are teaching. The study's results show how a method for teaching and researching English backed by technology may be applied in real-world settings. We expect this experience will motivate future efforts to combine the SDGs and ESP in higher education. Quality language instruction may serve as the cornerstone of future professional success while addressing the pressing demand for long-term adaptation to meet engineering specifications.