Enhancing Verification and Validation Education Using Active Learning Tools Developed through an Academia-Industry Partnership

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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Google Docs and SurveyMonkey™: lecture-based active learning tools

Medical Education ◽

10.1111/medu.12172 ◽

2013 ◽

Vol 47 (5) ◽

pp. 518-518 ◽

Cited By ~ 4

Author(s):

Daniel R George ◽

Tomi D Dreibelbis ◽

Betsy Aumiller

Keyword(s):

Active Learning ◽

Learning Tools ◽

Google Docs

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Strategies to implement community training to promote responsible self-medication in Indonesia: a qualitative study of trainers

International Health ◽

10.1093/inthealth/ihz115 ◽

2020 ◽

Cited By ~ 1

Author(s):

Adji P Setiadi ◽

Yosi I Wibowo ◽

Eko Setiawan ◽

Ika Mulyono ◽

Susilo A Wardhani ◽

...

Keyword(s):

Active Learning ◽

Organizational Support ◽

Cultural Context ◽

Outcome Evaluation ◽

Future Research ◽

Training Methods ◽

Learning Tools ◽

Pharmacy Staff ◽

Self Medication ◽

The Government

Abstract Background A community-based approach has been identified as one key strategy to improve the health of Indonesians. In 2015, the government initiated the ‘Smart Use of Medications Movement’ (GeMa CerMat) to promote responsible self-medication. This study aims to explore pharmacist/pharmacy staff trainers’ views on strategies to implement GeMa CerMat community training. Methods Four focus group discussions were conducted with 38 pharmacist/pharmacy staff trainers in Ngawi, Indonesia and a thematic analysis was used to obtain the key strategies. Results The identified key strategies were building community readiness via well-designed training (considering participant characteristics, training methods, and materials and resources); policy, regulation and organizational support; access to training in a cultural context; communication media to promote training and the inclusion of active-learning tools. Conclusions These identified multilevel strategies require collaboration among national bodies and the involvement of trusted community members (‘change agents’). A new strategy using ‘active learning tools’ was necessary to build critical thinking and understanding of the use of medications in everyday life. Future research should focus on process, impact and outcome evaluation involving GeMa CerMat training implementation and sustainability in Indonesia.

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(Inter)Active Learning Tools and Pedagogical Strategies in Educational Leadership Preparation

Journal of Research on Leadership Education ◽

10.1177/1942775120936299 ◽

2020 ◽

Vol 15 (3) ◽

pp. 173-191 ◽

Cited By ~ 3

Author(s):

Sara Dexter ◽

Davis Clement ◽

Daniel Moraguez ◽

Ginger S. Watson

Keyword(s):

Active Learning ◽

Leadership Preparation ◽

Learning Tools ◽

Cognitive Demands ◽

Pedagogical Tools ◽

Pedagogical Strategies ◽

Abstract Class ◽

The Rich ◽

Digital Simulations ◽

Educational Leadership Preparation

This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.

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E-learning tools for andragogy: a scale model of technology-based active learning

International Journal of Services and Standards ◽

10.1504/ijss.2013.057234 ◽

2013 ◽

Vol 8 (3) ◽

pp. 214

Author(s):

Ying Wang ◽

Kai S. Koong ◽

Jun Sun

Keyword(s):

Active Learning ◽

Scale Model ◽

Learning Tools ◽

E Learning

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Effectiveness of E-Learning for University Students: Evidence from Bangladesh

Asian Journal of Empirical Research ◽

10.18488/journal.1007/2018.8.10/1007.10.352.360 ◽

2018 ◽

Vol 8 (10) ◽

pp. 352-360

Author(s):

Mohammad Ali ◽

S.M Khaled Hossain ◽

Tania Ahmed

Keyword(s):

Factor Analysis ◽

Active Learning ◽

Associated Factors ◽

Quick Response ◽

Learning Tools ◽

Level Data ◽

E Learning ◽

University Level ◽

Class Room

The aim of current study is to analyse the effectiveness of e-learning for the students at university level. Data have been collected through questionnaire and it was given to 700 students. The questionnaire was returned by 667 students and 94.9% of them are using different e-learning tools, techniques or platforms. Eight variables have been used to measure the effectiveness of e-learning. Cronbach’s alpha test is used to measure the reliability and internal consistency of the associated factors. The exploratory factor analysis is used to extract the variables and to measure the factors loading in the study. One sample t-test has been performed to test the hypotheses. The outcome of the study supports that e-learning is faster, time and cost friendly, appropriate to work independently, add value to the learning of the students, usable for the purpose of active learning, faster, quick response, applicable outside the class room and quality of e-learning is satisfactory which indicates e-learning is effective.

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