Use Of Interactive Approach Research Articles

Pendampingan dan Pembinaan Kegiatan Baca Tulis Al Qur’an di Musholah Baitul Maghfiroh Desa Mekarjaya

This community service activity through mentoring and fostering Qur'an literacy activities is important in supporting the development of one's Qur'an literacy skills. Research and field practice show that ongoing effective mentoring can help children to gain a better understanding of the content of the Qur'an. The main focus of this mentoring and guidance is to improve the ability to read and write the Qur'an thoroughly and accurately, as well as ensure a deep understanding of the meaning and context of the verses of the Qur'an. This mentoring and coaching involves various methods and techniques, such as the use of interactive approaches, repetitive exercises, the use of educational technology, and the strengthening of tajweed skills. The ultimate goal of this mentoring and coaching is to create a learning environment that supports, motivates, and strengthens the individual's spiritual connection with the Qur'an, thus fostering continuous personal growth and strong character development in accordance with Islamic teachings

Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey

BackgroundMedical education requires the implementation of different teaching methods and strategies for future doctors to achieve broad learning objectives. This wide range of methods and strategies includes the use of Information Technologies. For a long time, there was a call for a change in medical education for blending new teaching approaches to lessen medical students’ class time. The COVID-19 pandemic then sped up the transition to the new way of medical education and classroom lectures were quickly moved to a virtual environment. We expect that these changes will continue, and online learning will be one of the main teaching strategies in medical education. Therefore, educational experiences during the COVID-19 pandemic will improve our understanding of online learning and will help to develop blended medical school curricula in the future. For this reason, we aimed to determine students’ overall satisfaction with their online learning experience and to define the main factors affecting students’ satisfaction with their online learning program at Cerrahpaşa Medical Faculty.MethodsA cross-sectional survey study was conducted to determine medical students’ overall satisfaction with online learning methods and to identify factors associated with positive and negative satisfaction levels. A questionnaire, consisting of 24 questions to collect demographic characteristics, factors associated with online education experience and overall satisfaction levels was developed and distributed to 1600 medical students. Multivariable linear regression analysis was used to determine the factors associated with positive and negative satisfaction levels.ResultsRegression analysis showed that being familiar with online teaching techniques (β = 0.19, 95% CI [0.07, 0.30], faculty members’ higher online teaching skill levels (β = 0.42, 95% CI [0.32, 0.51], interactive online teaching approaches (β = 0.54, 95% CI [0.41, 0.67], having a personal workspace (β = 0.43, 95% CI [0.19, 0.67], and a self-reported longer attention span (β = 0.75, 95% CI [0.57, 0.92] were associated with higher overall satisfaction with online learning. The occurrence of technical problems (β = -0.19, 95% CI [-0.26, -0.12] was associated with lower overall satisfaction.ConclusionsHigher online teaching skills of faculty members, use of interactive approaches, students’ familiarity with online teaching techniques, provision of a personal workspace, and self-reported longer attention spans positively contributed to higher levels of student satisfaction with online learning. Considering the increasing significance of online educational methods, our study identified key components that affect students’ level of satisfaction. This information might contribute to the development of online educational programs in the future.

INTERACTIVE APPROACHES IN FORMING THE NEED FOR INDEPENDENT PHYSICAL ACTIVITIES IN STUDENTS FROM SPECIAL MEDICAL GROUPS

Aim. The article deals with analyzing and justifying the use of interactive tools for making presentations about diseases of students from special medical groups (SMG) as one of the main factors in forming their need for independent physical activity. Materials and methods. 392 students from special medical groups participated in the study. The study consisted of three stages: the first stage included a survey about students’ attitude to their diseases; the second stage was an assessment of their integral need for physical education; the third stage comprised the implementation of interactive tools in the form of presentations for PE classes. Results. 55.07% of students from special medical groups do not have a complete grasp of their diseases. 83.01% of students from such groups do not know about their current disease status and its potential consequences. 66.47% of students do not understand the possible results of their inactivity and sedentary lifestyle. The integral need for physical education in students from special medical groups is in the range from ‘potential’ (11–20 points) to ‘occasional’ (41–50 points) being the lowest values for this parameter. It was established that the multimedia presentation ‘My diagnosis: its past, present, and future’ was a basic and effective interactive tool in forming the need for independent physical activities in students. Conclusion. The use of interactive approaches in physical education based on multimedia presentations with theory (text, audio, photo, and video content) about students’ diseases can be an effective method and a tool for forming the need for independent physical activities in students from special medical groups. This will allow to improve students’ health and life potential.

Fecal occult blood test screening uptake among immigrants from Muslim majority countries: A retrospective cohort study in Ontario, Canada.

BackgroundColorectal cancer (CRC) is the second and third highest cause of cancer deaths among Canadian men and women, respectively. Population‐based screening through fecal occult blood testing (FOBT) has been proven to be effective in reducing CRC morbidity and mortality. Although participation in Ontario's organized CRC screening program has been increasing steadily since 2008, its uptake remains low among recent immigrant populations despite the known benefits of screening. To promote participation in CRC screening, it is imperative to understand both individual and system level barriers and enablers. Although a number of immigrant and nonimmigrant factors have been associated with low participation, there is a dearth of knowledge related to the religious affiliation in CRC screening uptake. Our study is among the first to examine this issue in Ontario, one of the most ethnically diverse Canadian provinces and preferred settlement destinations for immigrants.MethodsWe conducted a population‐based retrospective cohort study using linked health care administrative databases. Our cohort included Ontario residents, age 50‐74 who were eligible for FOBT from 1 April 2013 to 31 March 2015.ResultsWe found that immigrants from the Middle East and North Africa and Eastern Europe and Central Asia had the lowest rates of screening. Furthermore, being born in a Muslim‐majority country was associated with lower FOBT screening even after controlling for other confounders including world region and income (ie, overall adjusted relative risk (ARR) of screening 0.92 [95% CI 0.90‐0.93]). Moreover, being enrolled in a primary care model, having a female primary care provider and having an internationally trained physician were associated with increased screening among immigrants from Muslim‐majority countries.ConclusionsThese findings can inform future efforts to improve screening uptake like: enhancing access to primary care providers and enrollment in primary care models, targeted FOBT education for male providers and providers not in a primary care model, development of culturally sensitive and appropriate educational materials, and use of interactive approaches for communication of cancer screening information.

Teaching Paragraph Writing Through Interactive and Process Approaches

Abstracts This article introduces the use of interactive approach in teaching writing, especially paragraph writing. Instead of communicating with the students about the writing product, the teachers of writing subject are mostly correcting the students?óÔé¼Ôäó mistakes and errors in writing. The general idea of writing process is considered very important since it is very helpful for the students. The process approach in teaching paragraph writing is not focusing on the writing product but it is focused on the process of writing, so that this suitable approach that suitable to be applied since writing is a series of process. Keywords: Paragraph, Writing, Process approach, Interactive approaches

Teaching Paragraph Writing Through Interactive and Process Approaches

This article introduces the use of interactive approach in teaching writing, especially paragraph writing. Instead of communicating with the students about the writing product, the teachers of writing subject are mostly correcting the students?óÔé¼Ôäó mistakes and errors in writing. The general idea of writing process is considered very important since it is very helpful for the students. The process approach in teaching paragraph writing is not focusing on the writing product but it is focused on the process of writing, so that this suitable approach that suitable to be applied since writing is a series of process. Keywords: Paragraph, Writing, Process approach, Interactive approaches

An evaluation of the use of interactive approaches and integrated on-line resources

The article discusses aspects of approaches taken to increase engagement using interactive teaching elements and includes survey results from consecutive sets of student cohorts who have trialled resources contained in an Electronic Student Toolkit for Engagement in Engineering Mathematics under development at the University of Leeds. The survey results show strong support for the inclusion of a range of interactive approaches for improving engagement. Further to this, a summary of results from a quantitative study comparing engagement with an out-of-lecture online teaching and assessment tool, when used both as a formative tool and a summative tool, is included. These results demonstrate that there can be substantial engagement by students with online formative assessment tools when students feel it is integral to their course. Furthermore, engagement can be further improved when a small summative mark is associated with each task (with over 91% of the cohort actively engaging).

O quadro-negro como tela: o uso do filme Nenhum a menos como recurso de aprendizagem em gestão por competências

Refletir sobre um conceito em construção - o conceito de competência - e o uso de estratégias interativas para aprendizagem são os objetivos deste artigo. Tendo como pressuposto que elementos teóricos, em Ciências Sociais Aplicadas, como é o caso da Administração, são mais bem absorvidos e internalizados através de métodos de ensino-aprendizagem interativos, os autores determinam a interface entre a abordagem cinematográfica por meio do filme "Nenhum a Menos" e o marco referencial que norteia a noção de competência. Nota-se que são diversas as possibilidades de compreensão do conceito e, ainda mais, de discussão dos mesmos, tendo em vista a necessidade de sua contextualização. Conclui-se pela possibilidade de utilização da metáfora cinematográfica como estratégia complementar de ensino-aprendizagem por despertar maior interesse e proximidade com o "aprendiz", permitindo a ele estabelecer paralelos mais concretos entre a ficção e a realidade.