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

Edgar Lopez-Caudana; Maria Soledad Ramirez-Montoya; Sandra Martínez-Pérez; Guillermo Rodríguez-Abitia

doi:10.3390/math8122163

Enhancing Traditional Birth Attendant Training in Guatemala

International Journal of Childbirth ◽

10.1891/ijcbirth-d-20-00028 ◽

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.

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Active Learning Strategies in Technology Integrated K-12 Classrooms

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch035 ◽

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.

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Active Learning Strategies in Technology Integrated K-12 Classrooms

Handbook of Research on Educational Technology Integration and Active Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8363-1.ch007 ◽

2015 ◽

pp. 140-161 ◽

Cited By ~ 1

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.

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THE EFFECT OF ACTIVE LEARNING ON STUDENT CHARACTERISTICS IN A HUMAN PHYSIOLOGY COURSE FOR NONMAJORS

AJP Advances in Physiology Education ◽

10.1152/advan.00003.2002 ◽

2003 ◽

Vol 27 (4) ◽

pp. 207-223 ◽

Cited By ~ 64

Author(s):

R. Russell Wilke

Keyword(s):

Human Physiology ◽

Active Learning ◽

Learning Strategies ◽

Achievement Motivation ◽

Control Groups ◽

Treatment Groups ◽

Quasi Experimental ◽

Active Learning Strategies ◽

Didactic Lecture ◽

Attitude Surveys

This study investigated the effect of active-learning strategies on college students’ achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

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

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.a141218 ◽

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.

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Active Learning Strategies for Online and Blended Learning Environments

Flipped Instruction ◽

10.4018/978-1-5225-1803-7.ch006 ◽

2017 ◽

pp. 88-114 ◽

Cited By ~ 2

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.

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Active Learning Strategies for Online and Blended Learning Environments

Models for Improving and Optimizing Online and Blended Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6280-3.ch004 ◽

2015 ◽

pp. 58-82 ◽

Cited By ~ 3

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.

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Teaching the Unfamiliar to a Crowd

Political Science and Politics ◽

10.1017/s1049096513001601 ◽

2013 ◽

Vol 47 (01) ◽

pp. 189-194

Author(s):

Katherine Truby ◽

Meredith L. Weiss ◽

David L. Rousseau

Keyword(s):

Active Learning ◽

International Relations ◽

Learning Strategies ◽

Comparative Politics ◽

Writing Skills ◽

Large Classes ◽

Reading And Writing ◽

Effective Learning ◽

Team Based Learning ◽

Active Learning Strategies

AbstractThe experience both of being exposed to unfamiliar systems and places and of being an anonymous face in a large class can be not just alienating for undergraduates, but antithetical to effective learning. We propose a number of active learning strategies designed to help students fully master the material presented even in very large classes in comparative politics and international relations, while also improving students' attendance and interest and developing critical thinking, reading, and writing skills, without overburdening the instructor. Among these strategies are Team-Based Learning, interactive approaches such as debates and simulations, and low-stakes assignments such as “minute writing.”

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