scholarly journals Challenges facing social studies teachers while applying the active learning strategies Analytical descriptive study

2019 ◽  
Vol 3 (16) ◽  
Author(s):  
Aeshah Shaher Almusthi
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Point Of View ◽  
Teaching Skills ◽  
Technical Parameters ◽  
Use Of Technology ◽  
Active Learning Strategies ◽  
Study Population ◽  
Training Courses ◽  
General Average

The study aimed at identifying the most important challenges facing teachers in the school while applying active learning strategies, and identifying their use of technology and educational techniques in the classroom. In addition, it aimed at identifying their knowledge of the most important strategies for active learning, and finding possible solutions to the problems they face while presenting the lesson in an active manner from their point of view. The researcher used the descriptive analytical method. The study population consisted of the teachers of the various elementary and secondary school stages in Yanbu city in Madinah. The sample of the study was limited to 66 teachers from the study society. The study tool was a questionnaire of the researcher's design and was distributed electronically. Paragraphs on the challenges facing teachers in the use of active learning methods in the teaching of history. The study concluded with a number of results: • The general average of the use of the technical parameters for the application of active learning during the second semester of the year 1438 (1.71) of (3). These percentages indicate that the degree of use of the teachers of technology for the applying of active learning during the second semester of the year 1438 is medium. • The general average of respondents' responses to the preparation of a lesson by the student and his explanation is one of the active learning strategies (3.2) of (5), and these percentages indicate that the degree of responses of the sample on the preparation of a lesson by the student and explain it is a high active learning strategies. The results showed that the overall mean of the responses of the teachers about the interaction of the students in their school during the active lesson is positive with an average of (1.25) from (3). This result indicates that the interaction of the students in their school during the active lesson. In the light of previous findings, the study recommended the following: • Diversifying the strategies and methods of education followed, and assign the training of teachers to qualified members of them to train them in advanced teaching skills according to the requirements of the present and future. • Holding meetings, discussions and training courses related to the requirements of preparing and qualifying teachers in the practical field. • Establishing training centers and hold courses that qualify teachers and ensure their continued development in teaching skills.    

scholarly journals Principals of Active Learning Strategies for Islamic Education Teachers in Zarqa Governorate: مبادئ استراتيجيات التعلم النشط لدى معلمي التربية الإسلامية في منطقة الزرقاء

2020 ◽  
Vol 4 (27) ◽  
Author(s):  
Omar Abdelaziz Mosa Yasen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Islamic Education ◽  
Years Of Experience ◽  
Government Schools ◽  
Female Teachers ◽  
Teachers And Students ◽  
Active Learning Strategies ◽  
Training Courses

This study aimed to identify the degree to which Islamic Education Teachers possess the principles and strategies of active learning In Government Schools of the Education Directorate in the Zarqa governorate (1). The descriptive approach was used and to achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (27) paragraphs, which applied on a sample of (72) male teachers and (88) female teachers. The result showed that the level of Degree to which Islamic Education Teachers possess the principles and Strategies of active learning was High with (3.92) score The findings also showed there were no statistically significant differences between the level of Islamic Education teachers sex (male and female) in addition there were statistically significant differences between teachers of (5 years and less) of experience and these with (5-10) years of experience in favor of the second group and statistically significant differences between teachers of (5-10) years of experience and these with (10 and more) years of experience in favor of the second group. In light of these findings, the researcher suggested a set recommendation including the necessity of holding training courses for teachers and students to explain the role of each other in light of active learning.

scholarly journals Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2163
Author(s):  
Edgar Lopez-Caudana ◽  
Maria Soledad Ramirez-Montoya ◽  
Sandra Martínez-Pérez ◽  
Guillermo Rodríguez-Abitia
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Math Learning ◽  
Treatment Groups ◽  
Effective Learning ◽  
Direct Observations ◽  
Use Of Technology ◽  
Active Learning Strategies ◽  
Technological Tool ◽  
Quantitative Analyses

The use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an effective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote effective active math learning with robotic support?” Interventions at different educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an effective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.

Enhancing Traditional Birth Attendant Training in Guatemala

2021 ◽  
Vol 11 (1) ◽  
pp. 27-36
Author(s):  
Lisa R. Roberts ◽  
Barbara A. Anderson
Keyword(s):  
Active Learning ◽  
Focus Group ◽  
Learning Strategies ◽  
Statistical Significance ◽  
Traditional Birth Attendant ◽  
Traditional Birth Attendants ◽  
Low Literacy ◽  
Birth Attendants ◽  
Use Of Technology ◽  
Active Learning Strategies

BACKGROUNDThis article describes the follow-up study to Simulation Learning Among Low Literacy Guatemalan Traditional Birth Attendants, published in the International Journal of Childbirth in 2017. This current study had two purposes: (a) to implement and evaluate the use of enhanced training modalities (active-learning strategies and use of technology in a remote area), and (b) to pilot training-of-trainer (ToT) methods. The current study builds upon the previous study in which we conducted and evaluated a simulation-based training among low-literacy Guatemala traditional birth attendants (TBAs).MATERIALS AND METHODSIn the current study, we conducted a focus group with experienced TBAs (n = 8) to elicit concepts and issues important to address in the training. The 60-hour training designed for low-resource settings, was enhanced with active-learning strategies, technology, and ToT modules. We assessed pre–posttest knowledge and attitudes by paper-pencil format, and pre–post skills by demonstration using simulation.RESULTSTraining participants (N = 31) included the eight experienced TBAs from the focus group. Knowledge, skills, and attitudes all improved, with statistical significance achieved in many parameters. Evaluation of the training was positive and enhancement strategies were noted as particularly helpful. Two participants participated in the additional ToT modules and are now collaborating to provide short educational programs to other TBAs in their regions.CONCLUSIONTraining enhancement strategies have the potential to increase safe practice among TBAs where skilled birth attendants are lacking. Adding ToT modules enhances sustainability and exemplifies the importance of locally prepared trainers in a time when global interaction is severely limited.

Active Learning Strategies in Technology Integrated K-12 Classrooms

2019 ◽  
pp. 721-743
Author(s):  
Esther Ntuli
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Large Sample Size ◽  
Grade Levels ◽  
Use Of Technology ◽  
Information Research ◽  
Active Learning Strategies ◽  
Critical Components ◽  
K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

Active Learning Strategies in Technology Integrated K-12 Classrooms

2015 ◽  
pp. 140-161 ◽  
Author(s):  
Esther Ntuli
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Large Sample Size ◽  
Grade Levels ◽  
Use Of Technology ◽  
Information Research ◽  
Active Learning Strategies ◽  
Critical Components ◽  
K 12

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.

scholarly journals The Reality of Using Active Learning Strategies among Secondary School Female Teachers of Arabic Language in Taif City

2020 ◽  
Vol 14 (2) ◽  
pp. 270
Author(s):  
Yusra R. Al-Thubaiti
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Arabic Language ◽  
Female Teachers ◽  
Educational Supervisor ◽  
Active Learning Strategies ◽  
Training Courses ◽  
And Training

The study aimed to identify the reality of using active learning strategies among secondary school female teachers of the Arabic language in Taif city. It also aimed to find out the significant differences according to the variables of qualification, years of experience and training courses. Two instruments were used in the study: a questionnaire and an observation. Both were used on a sample of 32 female teachers at secondary governmental schools. A one sample t-test and Mann Whitney were used. The results of the study revealed that the degree of using active strategies among female teachers was low; the role of the educational supervisor in encouraging female teachers to use active learning strategies was medium, and the degree of difficulties of using active learning strategies was large. Additionally, the findings indicated that there were no significant differences in using active strategies attributed to the variables of qualification and training courses, whereas there was a significant difference in using active strategies attributed to the variable of experience in favor of teachers who have more than 10 years of experience. However, there were no significant differences in the role of the educational supervisor and the degree of difficulties in using active learning strategies attributed to the variables of the study.

Active Learning Strategies for Online and Blended Learning Environments

2017 ◽  
pp. 88-114 ◽  
Author(s):  
Cynthia Cummings ◽  
Diane Mason ◽  
Kaye Shelton ◽  
Katie Baur
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Student Centered ◽  
Skill Sets ◽  
Learner Centered ◽  
Use Of Technology ◽  
Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

Active Learning Strategies for Online and Blended Learning Environments

2015 ◽  
pp. 58-82 ◽  
Author(s):  
Cynthia Cummings ◽  
Diane Mason ◽  
Kaye Shelton ◽  
Katie Baur
Keyword(s):  
Active Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Student Centered ◽  
Skill Sets ◽  
Learner Centered ◽  
Use Of Technology ◽  
Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

scholarly journals A Proposed Concept to develop the Competencies of Classroom Management for New Teachers in Private Schools from Educational Supervisors and School Leaders' Perspectives in Makkah: تصور مقترح لتنمية كفايات الإدارة الصفية لدى المعلمين الجدد في المدارس الأهلية  من وجهة نظر المشرفين التربويين وقادة المدارس في مكة المكرمة

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Khalid Ali Mohammed Al- Ghilani Al- Shihri, Iman Mohamed Mab
Keyword(s):  
Active Learning ◽  
Classroom Management ◽  
Learning Strategies ◽  
Private Schools ◽  
New Teachers ◽  
Lesson Planning ◽  
Relative Weight ◽  
Management Competencies ◽  
Active Learning Strategies ◽  
Study Population

This study aimed to know the reality of Classroom Management Competencies among New Teachers in Makkah Private Schools from the Perspective of Educational Supervisors and School Leaders as well as developing a proposed perception for its development, and also aimed to identify the differences between the sample members according to the scientific degree variable (Bachelor, Master, Ph.D.), job variable (supervisor, leader) and number of years of experience variable (less than ten years, more than ten years and less than twenty years- More than twenty years) Study Methodology: The study employed the descriptive methodology, and the questionnaire was used to collect information which consists of (72) phrases distributed over six axes namely: (lesson planning, active learning strategies, classroom discipline, support for learners, classroom evaluation, learning support) each axis represents twelve paragraphs. The tool achieved high internal validity of 0, 99. Its reliability coefficient was 0.98. The SPSS was used to process data Study population: The population consists of (113) members of educational supervisors and leaders of private schools Study Results: The study reached a number of results, the most important of which were: Part 1: The reality of the availability of classroom management competencies for new teachers in private schools from the point of view of the members of the study population with a mean of (2.25) and relative weight of (75%), and (classroom discipline) came in the first order with (high) degree and average of (2.44) and relative weight (81.33%), followed by support Learning with average availability), and a mean (2.30), relative weight of (76.67%), then learners' support with average availability, a mean of (2.22), and relative weight of (74%). The lesson planning average availability, with a mean of (2.21), and relative weight of (73.67%) then (active learning strategies) with average availability, mean of (2.16), and relative weight of (72%), and finally (classroom evaluation) with average availability, mean of (2.15) and relative weight of (71.67%) The second part: Comparing the mean of the responses of the study population according to the variables (scientific degree- job- number of years of experience). The study revealed that there are no statistically significant differences at the level of significance (0.05) between the mean of the study population responses on the reality of the availability of classroom management competencies among new teachers in Makkah Private Schools according to scientific degree variable. The study showed that there are statistically significant differences at the level (0.05) between the average responses of the study population on (the reality of the availability of the adequacy of "lesson planning", "classroom evaluation" and "the total score for the competencies of classroom management") among the new teachers in Makkah private schools. There were no statistically significant differences at the level of significance (0.05) between the mean responses of the study population about the availability of classroom management competencies among the new teachers in Makkah private schools according to number of years of experience variable. Recommendations: Applying the Proposed Perception in the current study to improve the competencies of classroom management (lesson planning, active learning strategies, classroom discipline, learner support, classroom assessment, learning support) among new teachers in private schools in the General Directorate of Education in Makkah Region, and conduct a study to assess the impact of the Proposed perception to improve classroom management competencies (lesson planning, active learning strategies, classroom discipline, learner support, classroom assessment, learning support) among new teachers in private schools in the General Directorate of Education in Makkah Region.

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