Active Learning Strategies for Technological Courses

Almighty created human beings with countless endeavors among that learning plays a vigorous role. Learning can be systematized set of principles which acquires, stores, disseminates, process or understand and recall the various knowledge domains. Quenching the thirst of knowledge is conceivable by either Traditional Learning or Active Learning and both strategies or mechanisms. In this study we discuss on how Traditional Learning strategies continuous from years to gather in importing the knowledge by using chalk and board with numerous pros and cons. This learning focuses on memorization techniques but partially succeed in developing creative thinking strategies. Other limitation of this traditional teaching is due to participation of “only teacher interaction with the student “could not able to achieve outcome of the entire courses. To create interactive environment between the teacher and student we focus on active learning strategies. Active learning is super engaged strategy for cultivating creating thinking power of learners. This strategy is ongoing best suited and result oriented for mainly experimental and applied courses. In this paper we discuss how effective these strategies could be a productive means of achieving course outcomes for modern technological courses. Active Learning strategies will bridge the gap between traditional teaching strategies and modern technological courses outcomes. The various Active Learning strategies which are encountered are perception learning (listening & speaking), Thinking & Reasoning, Class room discussions, Think pair & share; Problem based learning, Solution Based Learning, Shared brain storming and Experimental learning. These strategies can be applied to technological, management, Engineering, medical courses which exhibit the 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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Assessment of Active Learning

Oxford Research Encyclopedia of International Studies ◽

10.1093/acrefore/9780190846626.013.120 ◽

2011 ◽

Author(s):

Kay Gibson ◽

Carolyn M. Shaw

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Traditional Teaching ◽

Video Content ◽

Self Assessment ◽

Learning Techniques ◽

Traditional Teaching Methods ◽

Measurement Tools ◽

Active Learning Strategies ◽

Assessment Techniques

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

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ACTIVE LEARNING OF RESPIRATORY PHYSIOLOGY IMPROVES PERFORMANCE ON RESPIRATORY PHYSIOLOGY EXAMINATIONS

AJP Advances in Physiology Education ◽

10.1152/advances.2001.25.2.55 ◽

2001 ◽

Vol 25 (2) ◽

pp. 55-61 ◽

Cited By ~ 51

Author(s):

Sumangala P. Rao ◽

Stephen E. DiCarlo

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Learning Process ◽

Creative Thinking ◽

Respiratory Physiology ◽

Traditional Lecture ◽

Problem Solving Skills ◽

Active Involvement ◽

Active Learning Strategies ◽

Lecture Format

Active involvement in the learning process has been suggested to enhance creative thinking, judgement, interpretation, and problem-solving skills. Therefore, educators are encouraged to create an active-learning environment by incorporating active-learning strategies into the class. However, there is very little documentation of the effectiveness of active-learning strategies. Furthermore, faculty are often reluctant to incorporate new strategies without documentation of the effectiveness of these strategies. To address this concern, we compared the performance of two individual classes on an identical respiratory physiology examination. One class was taught respiratory physiology using active-learning strategies. The other class was taught respiratory physiology using the traditional lecture format. The results document that students who learned using active-learning strategies did significantly better ( P < 0.05) on the respiratory physiology examination than students who learned by the traditional lecture format (61 ± 2.2 vs. 86 ± 1.0). Thus, by actively involving students in the learning process, academic performance is enhanced.

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Analysis of Creative Thinking Skills Development under Active Learning Strategies

Education Sciences ◽

10.3390/educsci11100621 ◽

2021 ◽

Vol 11 (10) ◽

pp. 621

Author(s):

Jacqueline Forte-Celaya ◽

Luis Ibarra ◽

Leonardo David Glasserman-Morales

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Creative Thinking ◽

Thinking Skills ◽

Educational Environment ◽

Skills Development ◽

Educational Systems ◽

Flipped Learning ◽

Active Learning Strategies ◽

Time Availability

Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and the educational environment has been reported; however, it is mainly based on qualitative and perceptual results. For this reason, we present this comparative, quantitative study in the context of a Mexican high school, weighing the effectiveness of the flipped learning and gamification teaching strategies against a conventional approach. The study revealed no differences in the learning environment; instead, the type of activity and the teamwork interaction affected CTS the most. However, those who participated in the learning Strategies (LS) evaluated themselves higher than their peers in the traditional classes. These results highlight the independence of CTS toward the referred LS and set a departing point for further research addressing the course activities’ qualities seemingly related to CTS enhancement.

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