Don't dump the didactic lecture; fix it

Numerous articles have been published on the merits of active learning, and collectively they present a body of compelling evidence that these methods do enhance learning. In presenting arguments for active learning, it is often suggested that the traditional didactic lecture is more passive in nature and less effective as a teaching tool. However, a well organized lecture remains one of the most effective ways to integrate and present information from multiple sources on complex topics, such as those encountered in the teaching of physiology. This article presents an argument for enhancing lectures by incorporating active learning activities within their framework, and it is noted that engagement of the student is a key element making active learning activities work. Finally, suggestions are provided on the basis of the author's experience of things instructors can do to make lecture-based courses more engaging to students and, hence, promote learning.

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KONSEKUENSI LOGIS PROFESIONALISME ADMINISTRASI GURU DALAM PENDIDIKAN ISLAM

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v14i2.501 ◽

2014 ◽

Vol 14 (2) ◽

Author(s):

Muhammad Ichsan

Keyword(s):

Educational Administration ◽

Professional Ethics ◽

Teaching And Learning ◽

Lesson Plan ◽

Logical Consequence ◽

Learning Activities ◽

Islamic Education ◽

Teaching Tool ◽

Instructional Management ◽

Good Physical Condition

As educators in schools, teachers have some duties and responsibilities not only to teach, but also to administer the school. Islam gives an overview of the duties and responsibilities for teachers in educational administration. The purpose of this paper is to propose a logical consequence of the professionalism of teachers in Islamic education. The professional duties of teachers as administrators in Islamic Education among others are to run instructional management and management in general such as managing school, utilizing the procedures and mechanisms to carry out their duties and act in accordance with the professional ethics. Besides, they also have to create a good physical condition of classrooms and qualified teaching tool, prepare for daily teaching, create conducive conditions so that learners have willingness to learn, design a lesson plan quarterly and annually, prepare for teaching in accordance with the schedule and lesson plan, evaluate and make a report of students’ achievement to several parties, make some revision based on the results of the evaluation, get to know the talents, interests and abilities of students, help students to improve and direct the talents and interests of students, participate and maintain reputation of the institution and write a report of teaching and learning activities. All in all, teachers also have a responsibility given by Allah to do their best in teaching.

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TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

10.36106/gjra/1806610 ◽

2021 ◽

pp. 63-65

Author(s):

Anuradha Mokkapati

Keyword(s):

Active Learning ◽

Teaching Method ◽

Teaching Tool ◽

Traditional Teaching ◽

Learning Method ◽

Tutorial Group ◽

Cross Sectional ◽

Interactive Teaching ◽

Team Based Learning ◽

Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

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Pengembangan Paket Strategi Pembelajaran Aktif

JTP - Jurnal Teknologi Pendidikan ◽

10.21009/jtp1802.5 ◽

2016 ◽

Vol 18 (2) ◽

pp. 115

Author(s):

Supardi Supardi

Keyword(s):

Active Learning ◽

Small Groups ◽

Instructional Strategy ◽

Teaching And Learning ◽

Learning Activities ◽

Learning Tools ◽

State Institute ◽

Training And Education ◽

Islamic Studies ◽

Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

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Active Learning Strategies for Online College Classrooms

Optimizing Higher Education Learning Through Activities and Assessments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4036-7.ch001 ◽

2020 ◽

pp. 1-19

Author(s):

Marina Kamenetskiy

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Educational Leaders ◽

Learning By Doing ◽

Learning Activities ◽

College Classrooms ◽

Learning Techniques ◽

Online Classrooms ◽

Active Learning Strategies ◽

Interest And Motivation

The term active learning is also known as “learning by doing”; it is where students are presented with a variety of learning activities that encourages thinking and reflection. Educational leaders recognize the value of promoting active learning in the educational setting and encourage their faculty to apply active learning techniques in their online classrooms to increase learner interest and motivation. This chapter identifies various active learning strategies that can be applied to any discipline in any online course, as well as presents different examples of active learning activities. Active learning strategies can include group work, simulations (role play), and games, in order to build learners' critical thinking, problem-solving, and collaboration skills.

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Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality

International Education Studies ◽

10.5539/ies.v9n10p47 ◽

2016 ◽

Vol 9 (10) ◽

pp. 47 ◽

Cited By ~ 1

Author(s):

Faieza Chowdhury

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Resource Constraints ◽

Implementation Process ◽

Cost Effective ◽

Education Quality ◽

Quality Of Education ◽

Multiple Sources ◽

Active Learning Strategies

<p class="apa">In recent years, education quality and quality assessment have received a great deal of attention at Higher Education Institutions (HEIs) in Bangladesh. Most of the HEIs in Bangladesh face severe resource constraints and find it difficult to improve education quality by improving inputs, such as better infrastructure and modernized classroom facilities. Thus, in response to the present government’s demand to improve the quality of education at HEIs in Bangladesh, it is imperative to formulate plans that are more cost-effective. According to some previous studies, the quality of education depends largely on the teaching-learning process. These studies affirm that, with limited resources at hand, the employment of active learning in the classroom is one of the most effective ways to improve education quality. To conduct this qualitative research, we utilized multiple sources of data, including semi-structured and in-depth interviews, descriptive observations and self-administered questionnaires. This paper aims to explore three related issues: What are the various active learning strategies that can be employed by the instructors at HEIs in Bangladesh? What are the potential factors that can hinder the implementation process? Finally, what recommendations can be provided on how to successfully implement active learning strategies in the classroom? The findings suggest that a lack of teacher training and student prior experience in an active learning environment, large class sizes, excessive curriculum loads and students’ academic backgrounds are some common factors that can hinder the implementation of active learning in Bangladesh. The findings of this study can be instrumental for HEIs in Bangladesh as they aspire to improve their education quality.</p>

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Analysis of Middle Grades’ Science Textbooks Based on the Active Learning

International Research in Education ◽

10.5296/ire.v7i1.14512 ◽

2019 ◽

Vol 7 (1) ◽

pp. 80

Author(s):

Al-Momani Fayhaa N.

Keyword(s):

Active Learning ◽

Scientific Inquiry ◽

Intermediate Stage ◽

Natural Sciences ◽

Physical Activities ◽

Learning Activities ◽

Student Activities ◽

Textbook Series ◽

The Subject ◽

Intellectual Activities

The study aimed to analyse the series of natural sciences textbooks for the intermediate stage in the light of active learning in KSA. Two sources of data used: active learning activities card; content analysis card to measure the degree of involvement. The results showed the concentration of the middle textbook series on physical activities, while the students were weakly involved in intellectual activities, social activities were neglected, in addition; the integration activities were low. On the other hand, the values of the involvement coefficient of the natural sciences textbook series for the middle stage in light of the subject matter indicated that it is suitable and excellent, as well as; acceptable in the light of graphics, shapes and, but not satisfactory in activities Where students are involved in the practice of thinking and scientific inquiry in a few percentages. The study recommended that teachers should take into account the diversity of the forms of student activities in active learning during instruction.

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Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities

AJP Advances in Physiology Education ◽

10.1152/advan.00084.2017 ◽

2018 ◽

Vol 42 (2) ◽

pp. 182-191 ◽

Cited By ~ 3

Author(s):

Renee M. McFee ◽

Andrea S. Cupp ◽

Jennifer R. Wood

Keyword(s):

Veterinary Medicine ◽

Active Learning ◽

Student Performance ◽

Student Attitudes ◽

Learning Activities ◽

Learning Activity ◽

Hands On ◽

Case Based Learning ◽

Survey Responses ◽

Case Based

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and would be more effective at helping them learn physiological concepts compared with more traditional laboratory exercises. In this study, approximately one-half of the laboratory sessions for the two-semester course were dedicated to traditional hands-on laboratory exercises, whereas the remaining one-half of the sessions were dedicated to case-based exercises. The lecture portion of the course was not altered. Student attitudes were evaluated after each session and at the end of each semester via quantitative and qualitative survey questions. Student performance was evaluated using section exams and end-of-semester posttests. The vast majority of survey responses received were positive for both cased-based activities and traditional hands-on laboratories. In addition, participation in both types of active learning activities, but not lecture, was associated with retention of conceptual knowledge based on student performance between the section exams and posttests ( P < 0.002). These results indicate that both case-based learning and laboratory exercises are beneficial learning activities to incorporate into a lecture-based physiology course. However, positive survey responses were significantly greater following case-based activities vs. traditional hands-on laboratories, and only participation in case-based activities resulted in greater student performance on the posttest ( P < 0.04). Therefore, case-based activities may be the preferred supplemental learning activity for veterinary medical physiology.

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