scholarly journals Prospects for the application of active learning methods in modern education

2021 ◽  
pp. 1649-1664
Author(s):  
Tunzala Verdiyeva
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Learning Technologies ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Local Conditions ◽  
Potential Barriers ◽  
Modern Education ◽  
New Learning ◽  
Adequate Communication

The article examines the prospects for the application of active learning methods in modern education. The survey shows that the prospects for the application of active learning methods in modern education are conditioned by the influence of different factors. These factors can be divided into several groups: comprehensive organization of teaching, building adequate communication, the use of new learning technologies, organization of personality-oriented education and teamwork.   The survey showed that there are real and potential barriers for teachers to use innovative teaching methods, but there is no serious paradox. There is no doubt that there is an intensive interest in the prospects and future of the application of active learning methods in modern education and their application in education. When choosing a teaching method, teachers' ability to use this method and local conditions should be taken into account.

Some methodological aspects of personality education

2021 ◽  
Vol 46 (1) ◽  
pp. 48-54
Author(s):  
A. Iskakova ◽  
Keyword(s):  
Educational Practice ◽  
Learning Technologies ◽  
Philosophical Hermeneutics ◽  
Modern Education ◽  
New Learning ◽  
Education Today ◽  
Methodological Problems ◽  
Methodological Aspects ◽  
The Relationship ◽  
Missing Element

Theoretical and methodological problems of modern education and upbringing arouse deep interest and continue to remain highly relevant at the present time, when the issues of the content of education, the need to search for its qualitative originality and compliance with new learning technologies caused by the pandemic are of particular importance. This article identifies and expands the relationship between philosophical hermeneutics and education, emphasizes that philosophical hermeneutics has everything necessary to determine the goal of education and forms the basis for formulating the main tasks that need to be solved at present time, it is noted in the paper the lack of attention to the research of philosophy of education as a vital missing element in the study and practice of modern education today. The author seeks to represent the humanistic character and philosophical status of knowledge that underlie historical educational practice.

scholarly journals TEACHING MATHEMATICS – COMPARATIVE METHODS AND LEARNING TECHNOLOGIES

2017 ◽  
Author(s):  
Olivera T. Radojevic ◽  
Oliver S. Browne
Keyword(s):  
Writing Assessment ◽  
Teaching Method ◽  
Relevant Literature ◽  
Comparative Methods ◽  
Learning Technologies ◽  
Teaching Methodology ◽  
Teaching Mathematics ◽  
Innovative Teaching ◽  
Mathematics Knowledge ◽  
Assessment Scales

In this paper we have investigated the possibilities of application of a form of innovative teaching method drawing on the holistic and comparative approaches, and the need for its further expansion through new learning technologies.The proposed solution gives some answers to the questions of preservation, transposition and improvement of traditional and modern methodology of teaching mathematics. The method was tested during three school years. The subjects in this research were students in the age group from the first to the fourth year of the Secondary Technical PTT School in Belgrade, belonging to all the educational profiles, i.e. classes with different annual mathematics class loads; 11 classes took part, with 308 surveyed students in total.The experimental method was combined with systematic non-experimental research. As regards the research techniques, the questionnaire was applied as a system of closed-ended questions with a view to measuring the presence of defined indicators in the realized classes. The questions in the questionnaire had to be answered in writing. Assessment scales were created for the students’ evaluation sheets.In this paper we intended to show how the student is guided and instructed to overcome all the obstacles in mathematics, gradually, and not how to understand everything easily with no effort.In line with our intentions and expectations, we can conclude that only an individualized and yet comprehensive approach to each student as subject at the centre of the teaching process, and their learning through participation – can enable the student to acquire knowledge at their own pace, to become more interested in this science, think more creatively, develop their own (critical) opinion, apply their mathematics knowledge, cooperate, demonstrate what they know, develop the competitive, team spirit and more lasting knowledge. By analyzing the relevant literature dealing with improving teaching methodology, we can conclude that: the cyclical nature of theory, practice and experiment, as well as the fact that different mathematical questions bring about yet new ones, leave space for further research into the comparative methods of teaching mathematics, and not only mathematics. The power of mathematics is in its idea. As a result mathematics, as a concept, takes us wherever we want to go.

Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students

2018 ◽  
Vol 42 (1) ◽  
pp. 140-145 ◽  
Author(s):  
Nicha Wongjarupong ◽  
Danai Niyomnaitham ◽  
Pitchamol Vilaisaktipakorn ◽  
Tanawin Suksiriworaboot ◽  
Shaun Peter Qureshi ◽  
...  
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Test Scores ◽  
Repeated Measures ◽  
Cultural Context ◽  
High Performance ◽  
Teaching Method ◽  
Learning Methods ◽  
Laboratory Findings ◽  
High Level

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a “very high” and “high” level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

Problems and Prospects of Training Primary School Teachers to use Distance Learning Technologies in the Regions

2020 ◽  
Author(s):  
О.А. Горбатова
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Learning Technologies ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modern Education ◽  
Distance Learning Technologies

в статье рассматриваются проблемы современного образования и перспективы подготовки учителя начальной школы организовать дистанционное обучение в регионе. the article discusses the challenges of modern education and the ability of primary school teachers to organize distance learning in the region.

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

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