Use Of Active Learning Methods Research Articles

Practices of active learning in public universities in Ethiopia: student and faculty perceptions

ABSTRACT As it encourages students to solve problems on their own and guides them throughout the process, the importance of active learning has gained popularity in a growing body of scholarly literature. However, there is a paucity of research on the practice and challenges of active learning in public universities in Ethiopia. This study seeks to examine the attitudes of faculty members and students toward the practices of active learning. Data for the study were collected from randomly selected 1597 participants (404 faculty members and 1193 undergraduate students) in eight public universities. The findings revealed that most of the respondents perceived active learning positively. However, the practice of active learning was found to be low where lecture was the most frequently reported method of instruction. Faculty participants have identified factors that hinder their use of active learning methods. The study has practical implications and contributes to the literature on practices and challenges of active learning strategies in public universities.

FƏAL TƏLİM METODLARININ TƏTBİQİNİN NƏZƏRİ PRİNSİPLƏRİ

Theoretical Principles of Application of Active Learning Methods Summary The article examines the theoretical principles of active learning methods. It is noted that, as in the teaching of a number of subjects, in the process of teaching history, various methods of training are used – passive, active and interactive methods. The specific features of each method are analyzed in the article. It has been shown that active methods of training require not only the teacher, but also the students to be active, only then their teaching-cognitive activity becomes active. In the active learning process, mutual cooperation between the teacher and students helps to master the lesson. It was noted that in the modern era, students are not only given knowledge, but at the same time, knowledge, skills and habits are formed in them. Therefore, the most important factor in the formation of students as a personality is the development of their thinking. It is emphasized that the use of active learning methods in the teaching process is of great importance in increasing the quality of the lesson, and it is shown that these methods are based on dialogic communication between students. In the process of dialogue, in addition to communication skills, the ability to solve problems collectively, and most importantly, the development of students' speaking ability, is highlighted. At the same time, the article examines the importance of active training methods in learning the content of training and increasing the efficiency of its application. In the end, it is concluded that the use of active teaching methods in the teaching process eliminates passivity in students, develops thinking, forms creativity, and improves the quality of teaching. Key words: active learning methods, business game, teaching process, educational-cognitive activity, role-playing game

Comparison of face-to-face and online flipped learning: academic achievement, epistemological and pedagogical beliefs

PurposeThe ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.Design/methodology/approachThe study utilized a quasi-experimental research method that involves pre-test and post-test control groups.FindingsThe results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.Originality/valueAs distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.

Attitudes of Primary Stage Teachers Towards the Use of Active Learning Methods in Teaching in Sahab Brigade Schools in Amman Governorate

هدفت الدراسة إلى التعرف على اتجاهات معلمات المرحلة الأساسية في مدارس لواء سحاب في محافظة عمّان نحو استخدام أساليب التعلم النشط في التدريس، وصممت من أجل ذلك استبانة من (30) عبارة أعدتها الباحثة لقياس اتجاهات المعلمات، نحو معرفة وإدراك المعلمات لهذه الأساليب، وبالنسبة للأهمية المنعكسة على الطالب، وتم اتباع المنهج الوصفي المسحي في تطبيق الدراسة. وبعد التأكد من صدق وثبات الأداة طبقت على (150) معلمة تم اختيارهم عشوائياً من (3) مدارس حكومية في منطقة لواء سحاب في محافظة عمّان. وللإجابة عن أسئلة الدراسة تم استخراج المتوسطات الحسابية والانحرافات المعيارية لاستجابات المعلمات على المجالات الفرعية والمجال الكلي للاستبانة، وأشارت النتائج أن اتجاه المعلمات الكلي نحو استخدام أساليب التعلم النشط كان إيجابيا، وكان الاتجاه إيجابيا بالنسبة للمجال الفرعي(الأهمية المنعكسة على الطالب) ومحايداً بالنسبة للمجال الفرعي (استخدام الأساليب)، وتم استخراج المتوسطات والانحرافات المعيارية بالنسبة مضمون العبارات ومناقشة النتائج. وفي ضوء ما توصلت له الدراسة من نتائج تم وضع التوصيات المناسبة، بضرورة تضمين التعلم النشط ضمن مناهجها التعليمية وأساليبه وتدريب المعلمين وتأهيلهم وتوفير المصادر والبنية التحتية لذلك.

Penggunaan Metode Aktif Learning Tipe Group Diskusi Pada Mata Pelajaran Akidah Akhlak Siswa di Mts Mambaul Huda Bojonegoro

The purpose of this research is to ascertain the use of active learning methods in the subject of aqidah morals at Madrasah Mambaul Huda. In learning activities, there are several problems faced by educators, including sleepy students, chatting in class during learning, a lack of concentration on the explanations conveyed by the teacher, a low feeling of students' curiosity, students who don't dare to argue and are passive in class, and a low achievement of the minimum completeness criteria. With the above problems, educators took the initiative to change learning strategies by applying the active learning method of group discussions. This research method is qualitative with a descriptive-qualitative approach using observation methods, in-depth interviews, and documentation. The results of the research are active learning strategies, including students being able to solve problems, express opinions, respect others, think critically, and want to express their ideas. The inhibiting factors for active learning are discussions dominated by students who like to talk; for students who aren't active, then it tends to be busy by itself, discussions take up a lot of time, and sometimes the themes discussed are not appropriate.

PEDAGOGICAL COOPERATION IN STUDYING SCHOOL MATHEMATICS

Modern changes in education are aimed at the transformation of relationships between participants of the educational process, taking into account the principles of voluntariness, activity and conscious motivation, which allows them to act as pedagogical partners. In the context of the modernization of Ukrainian education and the successful implementation of the "New Ukrainian School" concept, it is necessary to improve the process of democratization of relations between the teacher and the student and the introduction of new approaches to education. This includes the interaction of all participants in the educational process, changing the role of a modern teacher from a mentor to a trainer, facilitator, tutor and moderator in the individual educational process of a student. The use of active learning methods will allow to develop a creative personality and activate the cognitive activity of students. This approach involves the creation of an educational space that will promote the realization of schoolchildren's abilities, the development of teachers' creativity, and will become the center of their fruitful cooperation. The purpose of the article is to highlight some specific features of the pedagogy of cooperation as a direction of pedagogical thinking and practical activity in mathematics lessons. Various research methods are used for its implementation: literature analysis, pedagogical observation and generalization. The authors analyzed the concept of "pedagogy of cooperation", its origins related to the doctrine of the development of abilities and the pedagogy of creativity, as well as the emergence of this concept as a result of the accumulation of pedagogical achievements of innovators. Pedagogical observations indicate that pedagogical cooperation allows students to maximally develop their learning abilities and ensures mental contact between them and the teacher. As a result of the conducted research, the mutual influence of the degree of activity of students' mental activity and the pace and content of the lesson was revealed. The article also shows the practical implementation of pedagogy of cooperation in mathematics lessons.

Manajemen Kurikulum Merdeka untuk PIAUD

This article discusses independent curriculum management in the context of early childhood Islamic education (PIAUD). The purpose of this research is to identify the concepts and principles of independent curriculum management and their implementation in PIAUD. The methodology used is a literature study with a descriptive-analytical approach. Based on the results of the research, the independent curriculum management concept emphasizes student empowerment as learning subjects and curriculum development that is tailored to the needs and potential of students. The principles of independent curriculum management include student participation in decision making, curriculum linkages with real life, flexibility in implementation, and competency development. The implementation of the independent curriculum in PIAUD requires a participatory curriculum development process that involves stakeholders, the use of active learning methods, and periodic evaluations to optimize the learning process. In conclusion, independent curriculum management can be an alternative for developing a student-centred PIAUD curriculum and developing their potential in a holistic and integrated manner.

Implementation of active learning methods on the example of teaching the educational discipline “military bridges and roads”

The modern educational process is based on the paradigm of personal-oriented learning and involves purposeful and meaningful interaction between those who teach and those who learn. The methodology of teaching the disciplines of the military special training unit requires a significant arsenal of generally accepted and specific methods, techniques and means of learning, in particular active and interactive methods that encourage the cadet to direct and conscious self-development, the acquisition of quality knowledge, professional skills, and the creative solution of identified problems. The issue of finding new and adapting known forms and methods of conducting classes, choosing the most effective among them to increase the level of training of military specialists is urgent and requires detailed research. The purpose of the study is to reveal the role, advantages and disadvantages of active learning and to analyze the possibility of its integration into the educational process of cadets in higher military educational institutions. The main task was to determine potential risks during the use of active learning methods with cadets and to conduct a comparative analysis of the results of the control and experimental groups. The main concerns of teachers and cadets that arise during the implementation of new educational methods are analyzed. It was established that the academic achievements of cadets thanks to active learning are statistically significant and the overall productivity of cadets studying with the help of active learning methods is higher, which is confirmed by the actual level of knowledge and the total effect of active learning methods. The influence of different types and forms of tasks practiced in group classes on the discipline “Military Bridges and Roads” was studied and it was found that the most productive types of tasks that contribute to the assimilation of knowledge are situational tasks, task schemes and description schemes. Implementation of the proposed innovative forms and methods of conducting group classes will help to increase the rate of assimilation of educational material compared to traditional approaches. The main direction of further research should be directed to the development of various types of tasks and forms of their implementation, which will contribute to the formation of the cognitive activity of cadets both under the guidance of a teacher and during independent training, as well as to the creation of an informational and educational “e-environment” taking into account the rapidity of development information and communication technologies.

USE OF ACTIVE LEARNING METHODS IN PROFESSIONAL TRAINING OF FUTURE SPECIALISTS

The article defines the requirements for the use of active learning methods. It is noted that the implementation of role-playing, didactic games in their optimal combination with other methods of professional training in the process of distance learning c

Educational Videos Versus Question Banks: Maximizing Medical Student Performance on the United States Medical Licensing Examination Step 1 Exam.

Objective The aim of this research was to determine if medical students' use of the active study strategy of working practice questions is associated with improved performance on the United States Medical Licensing Examination (USMLE) Step 1 examwhen compared to students who used the passive study strategy of watching educational videos. Methods The study used a correlational design. Participants were students from two cohorts in a United States medical school (N=164 and N=163) who completed their first two years and took the USMLEStep 1 exam. Data collected retrospectively included the number of practice questions completed, educational videos watched, Step 1 exam scores, average scores on in-class exams, and scores on the Medical College Admission Test (MCAT). Results The number of videos watched was negatively and significantly correlated with the Step 1 score for cohort 2022 (r= -0.294, α=0.01) and cohort 2023 (r= -0.175, α=0.05). The number of practice questions worked was positively and significantly correlated with the Step 1 score for cohort 2022 (r=0.176, α=0.05) and cohort 2023 (r=0.143 though not significant). The number of practice questions was a significant positive predictorof Step 1 score for cohort 2022 (β=0.141, p=0.017) and cohort 2023 (β=0.133, p=0.015). Videos were significant negative predictors for cohort 2023 (β= -0.118, p=0.034). Conclusions Answering practice questions appears to be a more effective study method than passively watching videos. Though other studies have supported the use of active learning methods, this study is unique in finding a negative correlation between test scores and the number of educational videos watched. Medical students should be urged to make the most effective use of study time by incorporating working practice questions and limiting watching educational videos.

FORMATION OF TECHNICAL COMPETENCE IN FUTURE SPECIALISTS OF THE FOOD INDUSTRY AS A COMPONENT PROFESSIONAL COMPETENCE

The article examines the problem of training a future specialist in the food industry in the system of higher education institutions, and in particular focuses on the formation of technical competence. The relevance of this problem and the main approaches to the problem of the formation of technical competence among future specialists in the food industry in the process of obtaining the “bachelorʼs” level are highlighted and characterized. It is highlighted that the formation of technical competence among future specialists in the food industry is possible when mastering professional and free-choice disciplines with the implementation of competence-based, interdisciplinary and interdisciplinary pedagogical approaches. It has been proven that a successful solution to this problem is possible through the establishment of effective pedagogical conditions and the use of active learning methods for the formation of technical competence in future specialists in the food industry. The formation of technical competence in the future specialist of the food industry, as the main component of professional competence, in the education system of higher education institutions, is possible thanks to the separation of pedagogical conditions and the introduction of an interdisciplinary, interdisciplinary and competence approach. Having analyzed research, scientific literature and the main aspects of the educational process of training future specialists in the specialty 015.37 Professional education, we were able to establish the relevance of the formation of technical competence. The formation of technical competence in the future specialist of the food industry, as the main component of professional competence, in the education system of higher education institutions, is possible thanks to the separation of pedagogical conditions and the introduction of an interdisciplinary, interdisciplinary and competence approach. This pedagogical approach will be a full-fledged guarantee of mastering all components of the professional-pedagogical system and involves mastering technical knowledge, technical concepts, technical understanding and development of technical abilities to perform professional activities.
 Keywords: specialist; professional competence; technical competence; educational process; acquirer; institution of higher education; interdisciplinary approach; interdisciplinary approach; competence approach; active methods.

How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya

Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics.Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning.

Teachers’ self-motivation and sense of responsibility determine the use of active learning methods

Extended use of laboratory and field courses makes biology a discipline considering itself as a habitual practitioner of active learning strategies. We investigated how widely the faculty at the Department of Biological Sciences (BIO) at the University of Bergen (UiB, Norway) uses active learning methods. Thirty-six members of the teaching staff answered our web-based questionnaire, and we carried out in-depth interviews of 7 faculty members. Our results show that almost all BIO-teachers use at least some active learning methods, and plan to use them in their teaching in the near future. The teachers use active learning methods mostly because they want their students to achieve deeper learning, but also because they want to develop themselves as teachers. This self-motivation is obvious, as over 90% of the teachers identified self-motivation as the strongest incentive, while colleagues, the department, and the university were less important. A vast majority of the teachers also think that it is their own responsibility to adopt active learning methods, while fewer faculty members assume institutional responsibility from BIO. The major bottlenecks identified were large class size and difficulties related to evaluating and grading student performance when using active learning methods. The teachers would use more active learning methods if the availability of active learning rooms was increased. Our in-depth interviews suggest that the most suitable time window for adopting more student-active learning methods is either when new courses are established, or when teachers are taking over courses new to them. We therefore suggest that if educational institutes wish to increase the proportion of active teaching and learning methods, they should provide extra support in such transition periods.

OSS in Software Engineering Education

Software Engineering is a crucial topic in undergraduate computing-related courses and provides the basic knowledge and skills necessary for professional practice in the software industry. Teaching Software Engineering principles, concepts, and practices and relating them to real-world scenarios are challenging tasks, and the adoption of Open Source Software (OSS) projects can help to face these challenges. On the other hand, adopting OSS projects as a didactic resource may introduce additional challenges to instructors who are not familiar with the OSS ecosystem. Objective: In this paper, we identified and mapped the profiles of instructors of Software Engineering courses concerning their classroom practices and use of OSS projects in Software Engineering Education. Method: We surveyed 90 higher education instructors in Brazil to collect data regarding their familiarity with the Software Engineering knowledge areas, pedagogical methods and resources used, and familiarity with and use of OSS projects in the classroom. Then, we resorted to data mining techniques, for instance, K-modes and Decision Tree algorithms, to identify instructors’ characteristics according to their classroom practices and use of OSS projects in the course activities. Results: Our findings include the characterization of instructors who use and instructors that do not use OSS projects in Software Engineering Education and the grouping of instructors after the application of the K-modes algorithm, and after the application of the Decision Tree algorithm, with similar characteristics of the pedagogical practices. The main result of this work is that the familiarity with OSS projects and the use of active learning methods were characteristics present in the application of the K-modes and Decision Tree algorithms, that distinguished instructors who used OSS projects from those that did not use them in Software Engineering Education. Finally, we confirmed that familiarity with OSS projects could have a positive influence on the instructors’ interest and potential for adopting this approach in Software Engineering Education.

Active Learning and Professional Development: A Case of Thai Chinese Teachers

While Chinese has been taught as a school subject outside of China for decades, there is little research on how Chinese subjects are taught in secondary schools outside of China’s mainland with regard to the use of active learning and the impact of professional development events on teachers’ professional growth in classroom Chinese teaching. This article explored Thai Chinese teachers’ use of active learning methods at public and private secondary schools in the south of Thailand. It also examined the impact of a government-administered Chinese teaching seminar on their professional development. A sequential mixed-methods explanatory design was employed, involving focus group interviews and pre- and post-tests. The phenomenological approach with thematic analysis was used to analyze the qualitative data from the focus group interviews, while the Wilcoxon test was run to compare the pre- and post-test data. Findings revealed the application of active learning with discussion and role-playing activities involving audio-visual materials. The pedagogy of Thai Chinese secondary schools has shifted from knowledge transmission through lectures to knowledge generation and transformation via dynamic learning activities. After attending the seminar, teachers’ comprehension of active learning methods increased considerably (Z = 3.740, p < 0.001). However, teachers expressed concerns over the lack of innovative teaching techniques for teaching Chinese characters and the problems encountered by both students and teachers during the teaching and learning process. This study recommends that Hanban and the Thai Ministry of Education plan their seminars and workshops in a way that allows Thai Chinese instructors to continuously address their students’ and their own deficiencies while they are engaged in active learning activities, and it calls for additional research on the use of active CFL methods in secondary schools outside of China.

A aprendizagem na área de Nutrição Materno-Infantil por meio de casos clínicos como alternativa às aulas práticas

The use of active learning methods combined with the early insertion of students in the activities of professional daylife, becomes a potential alternative to reduce the dichotomy between theory and practice. In the Maternal-Child Nutrition course of a Nutrition graduation, due to the impossibility of practical classes and the contact with the public / patient due to the social distance necessary to fight the pandemic of COVID-19, an alternative found was making an activity, in remote format, to simulate a clinical case. With the objective of identifying which Strands of Scientific Learning (FAC) were present in the speeches of the students during this activity, this research found the following FAC: interest, understanding of knowledge, scientific thinking, self identification as a professional; which shows that the use of clinical cases can be made to bring students closer to the public/patients, being an alternative that minimizes the insecurity of students, in face-to-face care in the future.

Методичні засади проведення навчальних занять з курсантами вищих військових навчальних закладів та військових навчальних підрозділів закладів вищої освіти України з урахуванням досвіду провідних країн світу

B a c k g r o u n d . Modern approaches to the training of officers in Ukrainian institutions of higher military education, in particular with regard to the choice of methods of conducting classes, which have not yet gotten rid of the traditional Soviet military school, which ensured the formation of the performer's personality. At the same time, the Russian-Ukrainian war demonstrates the demand for officers-leaders who are able to take the initiative and be independent in the decisions made and implemented, which causes a discrepancy between the results of the training of military personnel in domestic institutions of higher military education and the objective needs of the Armed Forces of Ukraine in officers of a certain quality, which determines the research problem. The following goal of the article was set: development of methodological principles for conducting training classes in higher military educational institutions of the leading countries of the world as such, which ensure the formation of the personality of a modern officer of the armed forces and require implementation in the educational process of domestic higher military educational institutions. A possible way to solve it will be the study and implementation in the domestic higher military school of the appropriate foreign experience of training officers, where the formation of a military leader is a long-standing tradition. M e t h o d s . Research methods – survey method, content analysis, experimental method, qualitative and qualitative research methods, sociological observation, system analysis, system approach, method of expert evaluations. R e s u l t s . Studying the experience of conducting classes in the USA and other leading countries of the world allows us to single out the methodological principles of training future officers, which was done by studying sources and by interviewing military personnel who studied at higher military educational institutions of NATO member countries. The conducted activities made it possible to establish that the methodological principles of training include the systematic use of active learning methods, prior independent work of cadets, ensuring the personal contribution of each of them to the study of topics, their active behavior in the lesson. C o n c l u s i o n s . The determined methodical principles made it possible to outline the ways and contribute to the difficulty of their implementation in the educational activity of domestic higher military educational institutions.

Роль креативності у формуванні особистості майбутнього медика

The purpose of the study was to reveal the theoretical foundations of the implementation of a creative approach to education as a means of forming and developing the creative personality of the future doctor. The use of a creative approach to education helps to reveal the individual characteristics and creative abilities of each subject of the educational process, and the collective educational activity is enriched with knowledge and experience, which allows to activate the human resource as effectively as possible. A creative approach to learning helps an individual to acquire important professional qualities: the ability to adapt to changes, solve problems and learn throughout life. The signs of creativity include: the ability to formulate a problem; understanding and acceptance of new views and opinions, going beyond the traditional limits, originality (rejection of stereotypes in thinking and actions). The characteristic feature of creativity is the introduction of the latest pedagogical approaches into the educational process, teachers’ interpretation of facts, concepts and phenomena interesting for the student, the use of active learning methods, the development of the ability to analyze material, draw conclusions and express one's own opinion. The teacher's creativity consists of the active use of innovative teaching methods, the desire to be informed of educational trends, respect the opinion of students and support their ideas. In the process of training, the teacher offers students solutions to problematic professional tasks and helps them, encourages them to be creative. Students must realize the role of creativity in their future professional activity, strive for self-development and self-education. They must be able to work with information, be active participants in the educational process. They must not be afraid of making mistakes and expressing their opinions. A creative approach involves creating the atmosphere favorable for learning. It excludes criticism and provides opportunities for students to be confident in themselves and not to be afraid of mistakes. Constant use of creative tasks diversifies traditional classes. Introduction a creative approach in the educational process allows teachers to support initiatives and encourage the independent work of students. It is much easier to remember new things, while receiving emotions and using various learning methods. The following actions contribute to the development of critical thinking among students: setting problems that do not have a single solution; organization of debates, disputes and role-playing games; giving the applicant the opportunity to explain the material to fellow students independently; using research projects; encouraging the student to read and search for new sources of information. Conclusion. Creative learning environment is characterized by comfortable conditions for revealing the individual abilities of each person, tolerance and mutual respect. Creative approach to learning contributes to the professional training of a creative and highly specialized doctor

Formation of Professional Competences of Future Bachelors of Vocational Education in the Process of Dual Training

The creation of logistics infrastructure is closely related to the problem of competence-oriented training of future logisticians. This process is implemented in accordance with the theory of contextual teaching. The methodological basis for preparing bachelors for competitive professional activity is the integration of education with science, professional activity and business. The purpose of the article is the investigation the professional competences of future bachelors in vocational education in the process of their dual training. Research methods: theoretical analysis of scientific sources, normative documents, conceptual principles of logistics; systematization, modelling, observation and testing. Results. The article examines such problem situation: the representatives of higher schools and industrial enterprises agree that the list of professional competences should be formed for the graduates of educational institutions, but there are some professional difficulties in «post-graduate» activities of young professionals. Managing the educational process, the research and teaching staff guide students to achieve the goals formulated in educational programs and obtain appropriate results, which are specific competences. The basic employers’ requirements to the specific knowledge and skills of applicants for the position of logistician are established. The authors have shared the experience of cooperation between the Ternopil Volodymyr Hnatiuk National Pedagogical University and the private enterprise «Scientific and Production Association «Energy Saving Technologies»«. On the example of «Energy Saving Technologies» the technological process of heat generation, which has several variable components (cyclic loading of fuel into the storage hopper, calorific value of fuel, its humidity and particle size distribution), is established; it is determined that for timely fuel supply it is necessary to take into account the internal logistics infrastructure of the enterprise. In the process of training specialists in specialty 015.38 Vocational Education (Transport) according to the educational program «Logistics» students study the discipline «Organization of Transportation», do practical work and develop the three-dimensional graphic dependence, which will contribute to the formation of professional competences. It is also determined that the development of professional competences of future bachelors of vocational education is the unity of their theoretical and practical training. Conclusions. The authors concluded that the theoretical and practical classes with the use of active teaching methods for progressive and optimal students' understanding of the main provisions on the organization of freight transportation, which plays a large role in the development of professional competences of future teachers of vocational training, organizers of transportation services. The use of active learning methods in the educational process arouses the interest of students and allows them to develop analytical, research, communicative, professional skills and abilities.

Hemşirelik Eğitiminde Yenilikçi Öğrenme Yaklaşımı: Çevrimiçi Ters Yüz Öğrenme

Hemşirelik eğitiminde yenilikçi öğrenme yaklaşımlarının kullanılması öğrencilerin 21. yüzyıl becerilerine sahip olarak mezun olmalarını sağlamaktadır. Bu durumda yenilikçi öğrenme yaklaşımlarından biri olan ters yüz öğrenme; öğrenciyi merkeze alması, aktif öğrenme metotlarının kullanımına uygunluğu, eğitim sürecine bilgi iletişim teknolojilerini dâhil etmesi ile dikkatleri üzerine çekmiştir. Literatürde ters yüz öğrenmenin hemşirelik öğrencilerinin performansı ve 21. yüzyıl becerileri üzerine olumlu etkileri vurgulanmaktadır. Bununla birlikte pandemi nedeniyle uzaktan eğitim kapsamında uygulanan çevrimiçi ters yüz öğrenmenin hemşirelik eğitiminde uygulanabilirliği de gündeme gelmiştir. Bu derlemede çevrimiçi ters yüz öğrenmenin hemşirelik eğitimine yansımaları ele alınmıştır.