Classification of acoustical signals by combining active learning strategies with semi-supervised learning schemes

Traditional review sessions are typically focused on instructor-based learning. However, experts in the field of higher education have long recommended teaching modalities that incorporate student-based active-learning strategies. Given this, we developed an educational game in pulmonary physiology for first-year medical students based loosely on the popular television game show Who Wants To Be A Millionaire. The purpose of our game, Who Wants To Be A Physician, was to provide students with an educational tool by which to review material previously presented in class. Our goal in designing this game was to encourage students to be active participants in their own learning process. The Who Wants To Be A Physician game was constructed in the form of a manual consisting of a bank of questions in various areas of pulmonary physiology: basic concepts, pulmonary mechanics, ventilation, pulmonary blood flow, pulmonary gas exchange, gas transport, and control of ventilation. Detailed answers are included in the manual to assist the instructor or player in comprehension of the material. In addition, an evaluation instrument was used to assess the effectiveness of this instructional tool in an academic setting. Specifically, the evaluation instrument addressed five major components, including goals and objectives, participation, content, components and organization, and summary and recommendations. Students responded positively to our game and the concept of active learning. Moreover, we are confident that this educational tool has enhanced the students' learning process and their ability to understand and retain information.

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Perceptions of a faculty cohort using education scholar as a basis for faculty development in active learning strategies

Currents in Pharmacy Teaching and Learning ◽

10.1016/j.cptl.2012.06.001 ◽

2013 ◽

Vol 5 (5) ◽

pp. 394-401

Author(s):

Tamra S. Davis ◽

Shane P. Desselle

Keyword(s):

Active Learning ◽

Faculty Development ◽

Learning Strategies ◽

Active Learning Strategies

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The development and impact of active learning strategies on self-confidence in a newly designed first-year self-care pharmacy course – outcomes and experiences

Currents in Pharmacy Teaching and Learning ◽

10.1016/j.cptl.2017.12.008 ◽

2018 ◽

Vol 10 (4) ◽

pp. 499-504 ◽

Cited By ~ 5

Author(s):

Kathryn J. Smith ◽

Oliver Grundmann ◽

Robin Moorman Li

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Self Care ◽

First Year ◽

Self Confidence ◽

Active Learning Strategies ◽

Course Outcomes

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Management of Active Learning Strategies in Learning Fiqh in General Department Students

AL-HAYAT: Journal of Islamic Education ◽

10.35723/ajie.v3i2.62 ◽

2019 ◽

Vol 3 (2) ◽

pp. 212

Author(s):

Muhamad Ali Anwar

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Islamic Law ◽

Educational Institution ◽

Case Study Research ◽

Implementation Evaluation ◽

Active Learning Strategies ◽

Nahdlatul Ulama ◽

Planning Implementation

The success of learning in an educational institution depends on creativity in learning from the teacher's business. Because he is a teacher, he must bring the learner towards the goals he has set. This study describes how the planning, implementation, evaluation of active learning strategies in learning jurisprudence (Islamic law) in students majoring in Mathematics and Natural Sciences (MIPA) in Madrasah Aliyah Nahdlatul 'Ulama (MA-NU) Mojosari, Loceret, Nganjuk, East Java, Indonesia. This study uses an interpretive paradigm through a qualitative approach, a type of case study research. The results of the study found several related to the planning, implementation, and evaluation of active learning in fiqh learning carried out at the study site, all by the concept of the theory although there are still improvements in terms of implementation that will automatically affect the results, so the teacher must work extra hard to perfection through continuous evaluation.

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