Use Of Active Learning Methods Research Articles

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.

A time-interval-based active learning framework for enhanced PE malware acquisition and detection

Malware increasingly threatens users around the world on a variety of cybernetic platforms, resulting in damages of billions of dollars each year. In recent years, in order to improve the detection capabilities of widely used antivirus (AV) tools, machine learning (ML) algorithms and dynamic malware analysis have been leveraged for the extraction and learning of rich multivariate time-series data (MTSD) associated with behavioral information. Such MTSD can be exploited using a time-interval temporal pattern (TP) mining approach, however this approach has not been widely explored for the task of malware detection. The use of TPs enables the discovery of complex temporal relations between different variables, improves the ability to cope with missing values and noisy data, and provides explainability. In light of the continuous creation of new unknown malware on a daily basis, detection mechanisms require frequent updating to keep pace with the changing reality. Active learning (AL) can address the updatability gap by efficiently selecting and acquiring a small yet informative set of new samples while reducing the labeling efforts of experts; AL also provides maximal improvement of machine-learning-based detection models, which can further contribute to the updatability of antimalware tools. However, the use of AL methods for the acquisition of time-interval TP-based samples has yet to be explored. In this paper, we present novel AL methods and a detection framework for improved malware detection based on dynamic analysis, time-interval TPs, and ML algorithms. The proposed framework is capable of both prioritizing the acquisition of malicious samples and improving the malware detection capabilities of ML classifiers and antimalware tools. Our proposed framework was evaluated in an extensive set of experiments on a comprehensive data collection of 9,328 portable executables (5,000 benign and 4,328 malicious) that were executed in the Windows 10 environment. The results demonstrated our AL methods’ ability to prioritize the acquisition of malware and managed to acquire up to 93.5% of the malicious files each day, allowing frequent updating of antimalware tools. In addition, our framework was shown to be effective in improving the detection capabilities of several ML classifiers over time, with the best results (AUC of 95.15%) achieved by the SVM classifier. Our framework also showed that TPs can be used to identify emerging trends in malicious behavior.

Application of Educational Scaffolding in Content and Language Integrated Training for Major University Disciplines

The article expands on the specifics of the educational scaffolding in content and language integrated training for specialized disciplines. It is revealed that the methods of stimulating foreign language communicative activity of students are based on the use of active learning methods in combination with interdisciplinary interaction and the use of modern digital educational technologies. The possibilities of scaffolding technology for the implementation of an individual approach to learning by building educational “footing” are presented. The value of scaffolding techniques for the formation of students’ motivation and the creation of a comfortable educational environment is emphasized. The hypothesis is put forward that two directions should be integrated into the process of professionally oriented foreign language teaching using scaffolding: linguistic and professional. The role of interdisciplinary cooperation and interdisciplinary code switching is revealed, in which students receive multilateral support and a significant competitive advantage.

Polish Pharmacy Students' Attitudes toward Undergraduate Teaching and Practical Implementation of Pharmaceutical Care-A Cross Sectional Study.

It is necessary to monitor and adapt pharmacy curricula to make graduates ready to effectively meet the health needs of the society. Therefore, the aim of the study was to obtain Polish final year pharmacy students’ opinions on the activities related to pharmaceutical care (PC) andtheir perception of PC. Two questionnaires were used: one evaluating a PC regarding classes and in practice (n = 64), and the other on the assessment of existing educational solutions in the field of professional counseling (n = 118). Statistical analysis showed that the students agreed that there are not enough hours of a PC classes, since these are necessary to enable them to provide PC services in the future (R = 0.05, p = 0.0007). In previous classes, teachers’ knowledge was rated the highest on a five-point scale (4.74), and role play (3.92) and the duration of the classes (3.77) were rated the lowest. Although the students were aware of the role of a PC in the work of a pharmacist, they indicated that more extensive use of active learning methods would better prepare them for the profession. Therefore, pharmacy students’ self-efficacy survey and a curriculum renewal would be recommended in Poland.

ІНТЕРАКТИВНІ МЕТОДИ НАВЧАННЯ В ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ АВАРІЙНО-РЯТУВАЛЬНИХ СЛУЖБ

The analysis of scientific and pedagogical literature shows a fairly thorough coverage of the problem of intensifying educational and cognitive activities in the educational process, but the introduction of active teaching methods in the training of emergency service personnel in air transport in ZVO remains poorly studied and needs further development. The article considers the problem of increasing the effectiveness of professional training of emergency services by introducing active teaching methods in the educational process. Training of specialists of emergency and rescue services is a continuous process that begins during training in an educational institution and continues directly at the enterprise, continuing all professional life. In an educational institution, such training includes various educational components, united by a set of principles, forms and methods of training and education of future professionals in order to provide them with high professional training to deal with the consequences of emergencies and disasters. The authors' understanding of the problems of training emergency service specialists in air transport, based on many years of experience, has led to the priority use of active learning methods in teaching special disciplines, which are radically different from passive methods. It is noted that the possibilities of active teaching methods in improving the efficiency and quality of the educational process are not fully used, require more attention from teachers and proper selection, given the educational and professional tasks and features of a particular specialty in general. The experience of application of active teaching methods in the training of specialists in emergency maintenance on air transport at the Flight Academy of the National Aviation University is considered. It is concluded that the intensification of educational and cognitive activities of higher education seekers is not an end in itself, but only one of the ways to increase the effectiveness of their training. The main goal is to form students' activity, assimilate emotional and value experience, ensure adaptation to the social environment, improve the quality of the educational process, as well as promote self-realization and professional potential.

Developing the cognitive activity of students of technical universities using active methods of teaching

This article focuses on the use of active learning methods to improve and enhance the learning process. It analyzes teaching methods that develop active cognitive activity of students of technical universities and assumes the use of such a system of methods, which is mainly aimed not at the presentation of ready-made knowledge by the teacher, their memorization and reproduction, but at the independent mastery of knowledge and skills by students in the process of active mental and practical activity.

Use of active learning methods in the training of specialists in the tourism industry for excursion activities (in an urban environment)

The study aims to theoretically substantiate the opportunities to use active learning methods in training future specialists in the tourism industry for leading excursions. The authors conclude that the forms and methods of active learning that can be utilized in the training of future tourism industry specialists for leading excursions include: practical lessons in the form of excursions and research lessons in the urban environment, individual types of lectures (dialogue lecture-conversation, lecture-discussion, problem-based lecture, lecture with an analysis of specific professional cases) and seminars-discussion, as well as independent work in the form of individual research assignments. The priority form of active learning is considered to be practical lessons in the form of excursions and research lessons organized immediately in the urban environment.

Практическото обучение в реална работна среда – предпоставка за качествено професионално образование (на основата на опит в практическото обучение по професия „Ресторантьор“)

One of the 9 priority areas for development in The Strategic Framework for the Development of Education, Training and Learning in the Republic of Bulgaria (2021-2030) is the realization of the professions of the present and the future. This meets the stated intention to expand professional education and training, which corresponds to the European educational policies related to the growing importance of digitalization and technology, the transition to green economy and sustainable development, and the need for consistent action to promote career guidance, professional development, and lifelong learning. Vocational Secondary School of Economics and Tourism “Prof. D-r Assen Zlatarov” – Petrich, is a well-established vocational school, which strives to implement the National and European policies in the field of education, by providing professional education and training that corresponds to the economic challenges and the labour market dynamics. The emphasis is put on the transfer of knowledge and skills from the classrooms to the real work environment, the formation of competencies and the development of professional skills. The practical application of the studied content and the use of active learning methods are some of the strategic goals of the school. They are implemented by strengthening practical training in a real work environment, including work on projects with a focus on professional education. The article presents the experience in the additional practical training of our students in the profession “Restaurateur”, which is a prerequisite for improving the quality of professional education and training in Vocational Secondary School of Economics and Tourism “Prof. Dr. Assen Zlatarov”.

The Influence of the Use of Active Learning Methods, Learning Facilities and Peer Environment on Learning Interest of Office Administration Education Students at State University of Jakarta

The Influence of the Use of Active Learning Methods, Learning Facilities and Peer Environment on Learning Interest of Office Administration Education Students at State University of Jakarta

The use of active learning methods for lifelong education

The use of active learning methods for lifelong education

Implementation of active learning methods by nurse educators in undergraduate nursing students\u2019 programs \u2013 a group interview

BackgroundModern and active learning methods form an important part in the education of Nursing students. They encourage the development of communication and critical thinking skills, and ensure the safe health care of patients. Our aim was to obtain naturalistic data from nurse educators regarding want the use and effects of implementing active learning methods (Peyton’s Four-Step Approach, Mind Mapping, Debriefing and Objective Structured Clinical Examination methods) in the study process of students of Nursing after a completed education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. We wish to learn about the perception of nurse educators regarding the use of active learning methods in the study process of Nursing in the future.MethodsQualitative research was conducted and a group interview technique was used for data collection. Beforehand, research participants were included in a two-day education module, Clinical skills of mentors, as part of the Strengthening Nursing in Bosnia and Herzegovina Project. Content analysis of the discussion transcriptions was conducted.ResultsFourteen nurse educators participated. Group interviews were conducted in September 2019. The obtained categories form four topics: (1) positive effect on the development of students’ communication skills (2) positive effect of learning methods on the development of students’ critical thinking skills (3) ensuring a safe learning environment (4) implementation of active learning methods.ConclusionsThe use of various active learning methods in simulation settings improves the Nursing students’ critical thinking and communication skills. Therefore, we believe that Peyton’s Four-Step Approach, Mind Mapping and Debriefing methods should be included as tools for effective student learning and as preparation for directly performing safe nursing interventions with a patient. Effective approaches to the assessment of Nursing students may ensure quality patient health care in accordance with the vision of the nursing profession.

DESIGNING PROGRAMS FOR TRAINING ENGINEERS ON THE BASIS OF THE CDIO APPROACH

The article is dedicated to the topical problem of finding and evaluating new approaches to the design of engineering programs. It presents the analysis of the requirements for the design of those programs presented in 12 CDIO standards. CDIO is an effective approach to the modernization of such programs and it has already proven its efficiency both in our country and abroad. The use of the life cycle of the engineering process as a context of engineering education being the fundamental principle of this approach contributes to the preparation of graduates who are able to apply the obtained theoretical knowledge in their practical engineering activities and manage the process of creating and operating engineering objects, processes, and systems. The analysis of the requirements of the CDIO standards showed that the features of the CDIO educational program that contribute to its effectiveness include an integrated curriculum; integration of the planned learning outcomes into the disciplines of the program; compulsory introductory course and projects of a design and implementation nature; availability of a workspace for students to gain practical experience in engineering at all stages; the use of active learning methods; special training of teachers; assessment used to support, diagnose and improve the quality of learning; compulsory internal or external audit of the educational program.

The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931)

The study of the history of primary education in Azerbaijan expands the boundaries of pedagogical thinking. The re-introduction of the progressive aspects of the historical and pedagogical heritage of the 20th century into scientific circles plays an important role in the formation of modern educational culture. Historical and pedagogical heritage is a source of renewal of pedagogical knowledge, acquisition of qualitatively new content, as well as its sustainability. It is important to study the history of primary education, as it helps to solve two problems that are closely related to each other. Firstly, what happened when one first examined the historical pedagogical heritage? How did it happen? Why did it happen and what was the result? What was the significance of what happened during that period and further development? Secondly, by referring to the historical pedagogical heritage, it is possible to understand the theory and practice of today's education, the problems of modern pedagogical thinking and worldview. The article examines and compares the role of tradition and innovation in the development of the theory of primary education in Azerbaijan in the 1920s. For this purpose, the article analyzes the educational technologies used in that period, general scientific approaches, curricula and content of textbooks prepared for primary schools, and quality criteria in teacher training. It is argued that this period was politically complex, economically difficult, characterized by a general decline in the common cultural and educational level of the population, but was interesting in terms of the building of a new society and a new state. Reforms in the field of education in Russia were repeated in Azerbaijan. Although experiments in the field of education were aimed at raising the cultural level of society, eliminating illiteracy, establishing new approaches to education, innovations (application of "complex" approach, use of active learning methods, application of project method, etc.), they did not improve the quality of education. The introduction of innovations sometimes led to the denial and oblivion of traditions. The new teaching methods applied in Azerbaijani schools without any expertise, as they were brought from European and American schools, created serious problems in the formation of education because the new technology denied the tradition. The class-lesson system with strict regulations, exhaustive structure and function, and rich traditions were replaced by the laboratory-brigade method. The results of incorrect experiments became a serious obstacle to the development of education. For this reason, in the early 1930s, official government decisions banned experiments that hindered the development of education.

An evidence of group discussion and problem-solving skills in MBBS freshers: Implications and applications.

Teachers need to follow adult learning principles and students need to have discussion and problem-solving skills for the use of active learning methods in classroom. We aimed to find out whether MBBS freshers had group discussion and problem-solving skills. A free group discussion session for problem-solving using adult learning principles was held during the foundation course for MBBS freshers. The task for group discussion was to give suggestions to improve the situation indicated by the given general medical professional problem. Qualitative deductive thematic analysis was used to analyze suggestions which could be grouped under the themes of seven roles of CanMEDS Physician Competency Framework. The results of deductive thematic analysis of suggestions of student groups are described under seven themes of the roles of the CanMEDS Physician Competency Framework. MBBS freshers showed excellent group discussion, plenary presentation, and problem-solving skills for the given problem. They also had relevant general knowledge about medical profession. Their problem-oriented thinking skills were facilitated using adult learning principles. It is recommended that the use of group discussion for problem-solving with facilitation by using adult learning principles should be emphasized in undergraduate medical education to promote the use of active learning methods in classroom.

Technologies of active learning in the context of the risks of modern professional education

The article includes a comprehensive analysis of the specifics of the system of active learning methods and a description of its resources in the professional training of future specialists in the context of modern modernization of higher education. Based on the results of the analysis of current trends in the development of a variety of technologies and formats of training in higher education, the criteria for determining their feasibility are identified. The paper presents an overview of the significant psychological characteristics of the teacher, acting as internal determinants of successful activity based on active learning methods. Various components of students' project activity are considered. The advantages of active teaching methods in the development of professional thinking, reflection of students' experience and competencies in ensuring the productivity of their advancement in educational and professional activities are revealed. Based on the analysis of the results of empirical research, the article describes the content features of modern students ' ideas about the resources and risks of active learning methods for their role in achieving a high level of professional competence development. The psychological factors that determine the success of the use of active learning methods in professional education are identified.

Use of Active Learning Methods in Formation of Professional – Pedagogical Direction in Future Pedagogues of Additional Education

Use of Active Learning Methods in Formation of Professional – Pedagogical Direction in Future Pedagogues of Additional Education

PERBEDAAN HASIL BELAJAR PESERTA DIDIK YANG MENGGUNAKAN MODEL PEMBELAJARAN ACTIVE LEARNING TIPE COURSE REVIEW HORAY DENGAN TIPE THINK PAIR SHARE

This research is motivated by the fact that in Class VIII SMP Plus Ma'arif NU Pangandaran that Learning is still teacher centered, lack of student involvement during the learning process, students generally act passively and are afraid or embarrassed to ask questions when experiencing difficulties in learning, not optimal use of the active method learning type course review horay, and not yet optimal use of active learning methods think pairs share type. The purpose of this study was to study, find out, and analyze: (1) Improvement of student learning outcomes (Pretest and Posttest) using the active learning model type course review horay in Islamic Religious Education Class VIII Middle School Plus Ma'arif NU Pangandaran. (2) Improving student learning outcomes (Pretest and Posttest) by using active learning learning models think pair share type in Islamic Religious Education Subjects Class VIII SMP Plus Ma'arif NU Pangandaran. (3) Differences in student learning outcomes by using the active learning model review course type horay with the type of think pair share in Islamic Religious Education Subjects Class VIII SMP Plus Ma'arif NU Pangandaran. The research method used is experiment. "Experimental research can be interpreted as a research method used to look for the effect of certain treatments on other variables under tightly controlled conditions. The results showed that (1) Students had increased knowledge after applying an active learning type course review horay model with an average posttest score of 77.39 and a pretest value of 66.9 with an N-Gain value of 0.33 based on the table . 3.16. in the medium category. (2) Students have experienced an increase in knowledge after applying the active learning learning model think pair share with an average posttest score of 65.65 and a pretest value of 76.09 with an N-Gain value of 0.33 based on the table. 3.16. in the medium category. (3) The test results are known that the value of t arithmetic is greater than t table (2.054> 1.721), meaning that there are differences in student learning outcomes using active learning models type course review horay with the type of think pair share in Islamic Religious Education Subjects Describe Consuming Halal Food and Beverages and Stay Away from the Unlawful Class VIII of SMP Plus Ma'arif NU Pangandaran, because of their significant influence.

Active learning for hierarchical multi-label classification

Due to technological advances, a massive amount of data is produced daily, presenting challenges for application areas where data needs to be labelled by a domain specialist or by expensive procedures, in order to be useful for supervised machine learning purposes. In order to select which data points will provide more information when labelled, one can make use of active learning methods. Active learning (AL) is a subfield of machine learning which addresses methods to build models with fewer, but more representative instances. Even though AL has been vastly studied, it has not been thoroughly investigated in hierarchical multi-label classification, a learning task where multiple class labels can be assigned to an instance and these labels are hierarchically structured. In this work, we provide a public framework containing baseline and state-of-the-art algorithms suitable for this task. Additionally, we also propose a new algorithm, namely Hierarchical Query-By-Committee (H-QBC), which is validated on datasets from different domains. Our results show that H-QBC is capable of providing superior predictive performance results compared to its competitors, while being computationally efficient and parameter free.

COMMUNICATIVE COMPETENCES FORMATION IN THE TRAINING MANAGERS PROCESS

The methods of forming students’ communicative competences as an important component of the Manager’s professional activity have been considered. The purpose of the article is to present the results of the study of the components of the Manager’s competencies and ways of their formation. Communicative competences and methods of their formation have been emphasized. The features of the preparation and holding of the meetings have been shown. The peculiarity of writing business letters to prevent the development of conflict situations has been revealed. The papers on the preparation of duty regulations, as well as negotiations and negotiations with the use of technical means to improve their effectiveness have been highlighted. The Department of Management Theory at the State University of Management has been working for a number of years to develop communication skills based on the use of active learning methods in the form of business games in all major forms of communication.

ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ В ПЕДАГОГІЧНИХ УНІВЕРСИТЕТАХ

Introduction. The article analizes the peculiarities of the educational process organization in pedagogical universities. The need of modernization the higher education content is pointed out, considering internal and external factors. Building an educational institution and increasing its competitiveness is impossible without understanding the links that are formed between its structural units and higher education students. The purpose of the article is to highlight the peculiarities of the educational process organization in pedagogical universities, creation of a structural and functional model of a higher education institution of pedagogical profile. Results. The main approaches to the educational process organization in pedagogical universities are analyzed. It has been found that the socialization of students has certain specific features, which are explained by studying in higher education institution and orientation to the future profession. It has been revealed that the student-centered approach involves participants’ dialogue in the learning process based on equality and mutual respect, the choice of their own educational trajectory, the use of active learning methods, etc. The application of the competency approach involves students’ getting professional and general competencies that will be needed to solve professional and life issues. It has been found that future teachers in addition to their professional knowledge and skills, must have pedagogical proficiency. The structural components of university that ensure the educational process organization and interaction with students include components of management, structures that provide the educational process directly and subsidiary structures. Separate structural blocks (dean’s office, faculty, correspondence department) have their own structural elements which can be interacted by applicants actively. It is noted that the development of communication skills and social competence are important components of interaction with various structural units. Originality. The structural-functional scheme of the educational process organization of the higher education institution is constructed and the interaction of the structural subdivisions with the higher education applicants is described. Conclusion. According to the authors, the educational process organization should occure with the usage of modern pedagogical technologies and paradigms, and each structural unit should be responsible for the realization of its functional responsibilities. Further research is expected to clarify the list of organizational issues raised during the communication of students with teachers, the dean’s office and student government