Ways to Enhance Students’ Learning Activities in the Context of Higher Education

2020 ◽  
Vol 8 (4) ◽  
pp. 657-661
Author(s):  
Liza Naviy ◽  
◽  
Gulmira M. Rakisheva ◽  
Nina M. Stukalenko ◽  
Saule A. Murzina ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Teaching Methods ◽  
Peer Assessment ◽  
Cognitive Activity ◽  
Learning Activities ◽  
Learning Activity ◽  
Self Assessment ◽  
Interactive Teaching ◽  
Depth Analysis

The article aims to study scientific and methodological features of the ways to enhance students’ learning activities in the context of higher education. The study's theoretical significance is derived from the in-depth analysis of the development of students' learning activity. The study offers the framework of characteristics for the concept of “students’ learning (cognitive) activity”. The main used methods were: analysis, peer-assessment, self-assessment. The interview method was used to make a cognitive profile of the participants, taking into account their psychological characteristics. The authors developed and scientifically tested educational model based on module curricula and interactive teaching methods to enhance students’ learning activity. The authors also reflected the dynamic of the learning activity of the students with disabilities participating in the experiment. The results proved the effectiveness of the developed model of enhancing students' learning activity by using interactive teaching methods. It was concluded that the module curricular and active teaching methods help enhance students with disabilities' learning activity and make them more responsible in respect to the results of their study.

scholarly journals Modern interactive teaching methods in the field of algorithmization and software testing as a concept for improving the effectiveness of the educational process

2021 ◽  
pp. 232
Author(s):  
Yuri Skorin ◽  
Alexander Shcherbakov
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Educational Process ◽  
Interactive Methods ◽  
Learning Material ◽  
Interactive Teaching ◽  
Depth Analysis

It is determined that the implementation of the concept of modern higher education requires in-depth analysis of training in all areas of higher education, which contributes to the creation of new approaches to organizing the educational process in higher education using modern teaching methods, including active and interactive methods. Based on the analysis of special literature and generalization of practical experience of training in higher education, several active teaching methods were considered, focused on the active participation of the student in self-development, taking into account their personality. It is emphasized that the organization of interactive learning involves: solving creative problems, modeling of life situations, joint problem solving and more. The analysis proved that the use of active and interactive teaching methods in the training of future professionals contributes to the activation of students' cognitive activity, as well as the quality of learning material and teamwork skills, achieving a level of high professional competence.

scholarly journals USE OF INTERACTIVE LEARNING METHODS IN THE PROCESS OF PREPARATION OF FUTURE EDUCATORS

2020 ◽  
Author(s):  
God Mihalyuk
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Personal Growth ◽  
Interactive Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Learning To Learn ◽  
Future Teachers ◽  
Interactive Teaching ◽  
Learning Group

In the article essence of interactive teaching methods is explained in the article and the advantages of their application in the educational process of higher education institutions are argued. The importance of the focus of the modern educational process not only on professional but also on personal growth of students is outlined. It is about the need to create conditions for the formation of personality traits such as mobility, ability to integrate into a dynamic society, critical thinking, the ability to generate new ideas, the ability to make non-standard decisions and be responsible for them, communication skills, teamwork skills, skills educational situations, etc. The essence of interactive learning is defined, which consists in mutual learning, group form of organization of educational process with realization of active group teaching methods for solving didactic problems. The peculiarities of using interactive teaching methods in the process of preparation of future teachers are revealed. The essence of the most common interactive teaching methods is considered. Working in pairs is an effective method that involves sharing ideas with a partner and further voicing your thoughts to the audience. It is effective to use the Microphone method to update background knowledge, which enables each student to say something quickly, alternately, by answering questions or expressing their opinion or position. Collective discussion, such as Brainstorming, is at the forefront of the educational process of higher education. The Carousel method is most effective for simultaneously involving all participants in the educational process in active work with different partners to discuss discussion issues. The Learning-to-Learn method enables students to pass on their knowledge to their classmates. The method of projects that determines the acquisition and application of practical skills by students. An important tool for the cognitive activity of future professionals is a discussion that involves broad public discussion of some controversial issue. The role of interactive teaching methods in the process of formation of personal and professional qualities of future teachers is revealed.

How Peer and Self-Assessment can Enhance Students’ Experience with Assessment in Higher Education: A Practical Description of a Teaching Session

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
MANUELA ENDER
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Teaching Session ◽  
Self Assessment ◽  
Assessment Activity ◽  
Higher Education Teaching ◽  
Assessment In Higher Education

Any kind of assessment has great potential to draw students’ attention. As a parent of a two-year-old girl, I find teaching and learning very natural when we play together. However, as a teacher of nearly hundred students, I find itimportant to use teaching methods that support active and deep learning.Session with peer and self-assessment utilises motivation to facilitate students’learning. Such session helps gain a better understanding of marking, assessment,and teacher’s expectation. This paper describes a teaching session of only 50minutes that effectively incorporates peer and self-assessment for formativepurpose. The students taking part in the peer and self-assessment activity studyat a Sino-British cooperative university where teaching is in English. Followingthe approach of Dangel and Wang (2008), I combined the principles for goodpractice of Chickering and Gamson (1987) with the proposed learning outcomesof Anderson and Krathwohl (2001). Students’ feedback shows that the intendedlearning outcomes can be achieved. Getting marks from peers and marking thework of peers are useful for students’ own learning. As a result, peer and selfassessmentactivities arebeneficial elements for teaching and learning in highereducation.Keywords: Education,peer assessment, self-assessment, assessment, higher education, teaching session, China

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ СОГЛАСОВАНИЯ ГУМАНИТАРНОГО СТИЛЯ МЫШЛЕНИЯ И ЕСТСТВЕННОНАУЧНОГО ЗНАНИЯ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА// Academy Journal No.5(17), 2019/ Chief Editor Susan Belih /OEAPS Inc.(Open European Academy of Public Sciences). Tallinn, Estonia. 09.05.2019: OEAPS Inc., 2019. - pp. 45-53.

2019 ◽  
Author(s):  
Раиса Николаевна Афонина ◽  
Людмила Константиновна Синцова
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Methods ◽  
Natural Science ◽  
Chief Editor ◽  
Interactive Teaching ◽  
European Academy ◽  
Secondary School Education ◽  
New Knowledge ◽  
Knowledge Practice

В статье рассматривается проблема согласования гуманитарного стиля мышления и естественнонаучного знания. Практика показывает, что у студентов, выбравших для обучения гуманитарные специальности, преобладает гуманитарное мышление. Оно сформировано условиями профильного обучения в средней школе и продолжает развиваться на этапе получения высшего образования. Гуманитарный тип мышления характеризуется диалогичностью, вариативностью, креативностью, самостоятельностью в освоении новых знаний, способностью к интеллектуальным изобретениям и экспериментам с неизвестными и неочевидными результатами, к рефлексивности и критичности результатов деятельности. Важнейшими условиями повышения эффективности в освоении содержания естественнонаучных дисциплин студентами-гуманитариями являются учет возможностей и познавательных интересов студентов, использование резервов учебной информации, интерактивных методов обучения.The article deals with the problem of harmonizing the humanitarian style of thinking and natural science knowledge. Practice shows that students who choose humanities to study in humanities have humanitarian thinking that prevails. It is shaped by the profile of secondary school education and continues to evolve at the stage of higher education. The humanitarian type of thinking is characterized by dialogue, variability, creativity, autonomy in the development of new knowledge, the ability to intellectual inventions and experiments with unknown and non-obvious results, to reflexivity and criticality of the results of activities. The most important conditions for increasing the effectiveness in mastering the content of natural science disciplines by students of the humanities are taking into account the capabilities and cognitive interests of students, the use of reserves of educational information, interactive teaching methods.

scholarly journals The use of interactive methods in teaching professional speech to students

2021 ◽  
Vol 5 (S2) ◽  
pp. 1122-1130
Author(s):  
Akhmedova Mukaddas ◽  
Dilmurodova Nilufar
Keyword(s):  
Teaching Methods ◽  
Interactive Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Interactive Methods ◽  
Learning Technology ◽  
Interactive Teaching ◽  
Teaching Professional ◽  
Development Of Students

Interactive teaching methods provide solutions to educational problems in various aspects. The use of interactive methods allows you to organize independent cognitive activity of students during the lesson. Possession of interactive learning technology and its use in the educational process will undoubtedly contribute to the development of students' qualities that correspond to the processes taking place in life today. This paper presents the technologies of conducting Uzbek language lessons using interactive methods and their significance.

Advancing Learning Through Virtual Worlds

2010 ◽  
pp. 556-572
Author(s):  
Steve Mahaley ◽  
Robin Teigland
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Virtual Worlds ◽  
Second Life ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Learning Activity ◽  
Future Research ◽  
Implementation Challenges ◽  
Incoming Students

Higher education institutions and corporations are increasingly exploring new pedagogical methods to align with learning styles of incoming students and employees, who are amazingly adept at using Web 2.0 applications. This chapter explores the use of virtual worlds, in particular that of Second Life, in educational activities by organizations such as higher education institutions or corporations. We begin by introducing virtual worlds with a particular focus on Second Life. We then provide an overview of the benefits of this environment for learning activities before presenting a set of potential learning activities that can be conducted within Second Life. We then discuss an in-depth example of 3D teaming-one learning activity within Second Life conducted by the authors. After a discussion of implementation challenges, we then present areas for future research.

scholarly journals APPLICATION OF ACTIVE AND INTERACTIVE TEACHING METHODS IN THE EDUCATIONAL PROCESS OF HIGHER SCHOOL

2021 ◽  
pp. 177-188
Author(s):  
Gani Zhumabaevich Yelmuratov ◽  
Ainagul Balgauovna Kaliyeva ◽  
Botagoz Zhumabaevna Yelmuratova ◽  
Maisa Zhumabaevna Kulumbaeva
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Strategy ◽  
Strategy Use ◽  
Educational Process ◽  
Educational Technologies ◽  
Interactive Teaching

The article discusses the features of active and interactive teaching methods. The analysis of the application of these methods in the educational process of higher education is carried out, it is said that a teacher of a higher school must not only transfer scientific knowledge, but also be able to choose the optimal teaching strategy, use modern educational technologies, creating the prerequisites for creativity. The authors note that the educational process, based on the use of active and interactive teaching methods, is organized taking into account the inclusion in the learning process of all students in the group, without exception. The article also indicates the possibility in the process of teaching the teacher to choose both one method and use a combination of several. According to the authors, a successful application depends on the consistency and correlation of the selected methods and tasks.

scholarly journals Physiotherapy student’s perception of problem based learning

2020 ◽  
Vol 8 (7) ◽  
pp. 2448
Author(s):  
Supriya Dhumale
Keyword(s):  
Peer Assessment ◽  
Problem Based Learning ◽  
Relevant Information ◽  
Learning Activities ◽  
Graduate Course ◽  
Self Assessment ◽  
Feedback Questionnaire ◽  
Level Of Knowledge ◽  
Medical Concepts ◽  
Physiotherapy Students

Background: Problem based learning ensures that students are actively engaged in their learning- they set their own objectives and they reinforce what they have learned through discussion with their colleagues. This approach is known to promote deep learning, in contrast to much of the superficial learning happens in traditional methods. To support their learning through engaging them in learning activities and providing feedback. Student’s ability to perform in a professional context, to recognize their need to acquire new knowledge and skills and to view learning holistically. Objective of the study was to assess the third year physiotherapy students’ perception of problem based learning sessions in musculoskeletal condition.Methods: The study was conducted on 22 students of III-year physiotherapy graduate course. Sequential arrangement of PBL sessions was implemented by triple jump assessment on osteoarthritis of knee. Post project feedback questionnaire from students obtained from self-assessment, peer assessment. The responses obtained were analyzed.Results: All the student strongly agreed that The PBL scenarios motivated them to use additional learning resources, The PBL scenarios stimulated their interest in musculoskeletal. The students also agreed that the content of the PBL scenarios fitted their level of knowledge; The PBL scenarios effectively illustrated medical concepts. All the students totally agreed that PBL sessions appeared able to assess their own strengths and weaknesses within PBL, accepted and responded to criticism gracefully. Their peers gave input which was focused and relevant to the case, they were able to communicate well with each other. Students agreed that everyone among group completed tasks on time, they were actively participated in session, they shared new relevant information with group hence they felt their peers were responsible and respected.Conclusions: Students felt that the cases effectively illustrated medical concepts and fitted and reinforced the student musculoskeletal knowledge. They were convinced that scenarios motivated them to use additional resources and stimulated their interest and they enjoyed the process.

INTERACTIVE TEACHING METHODS APPLICATION IN THE CONTEXT OF DIGITAL ECONOMYDEVELOPMENT

2020 ◽  
Vol 86 (1) ◽  
pp. 118-126
Author(s):  
V.A. Kovshov ◽  
◽  
G.A. Salimova ◽  
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Interactive Methods ◽  
Interactive Teaching ◽  
Innovative Methods ◽  
University Science

The article is devoted to the experience of using innovative methods of conducting lessons at university. The authors outline the prerequisites and need for using interactive methods. They provide specific examples of lectures and seminars in the interactive form and demonstrate the necessity of further innovative developments in higher education in order to train qualified graduates and develop university science.

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