Relevant bibliographies by topics / And engage students in active learning are essential

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Academic literature on the topic 'And engage students in active learning are essential'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "And engage students in active learning are essential"

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Kanphukiew, S., and P. Nuangchalerm. "Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management." Jurnal Pendidikan IPA Indonesia 13, no. 1 (2024): 172–81. http://dx.doi.org/10.15294/jpii.v13i1.47672.

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Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students t
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Rakhimov, Khurshidjon. "EFFECTIVE METHODS OF DEVELOPING MEDIA COMPETENCES OF UNDERGRADUATE STUDENTS." European International Journal of Pedagogics 3, no. 11 (2023): 1–5. http://dx.doi.org/10.55640/eijp-03-11-01.

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This article explores effective methods for developing media competences among undergraduate students. In today's digital era, media competences are essential for students to navigate the complex media landscape. The article discusses the importance of media literacy education, active learning strategies, collaborative learning, integration of emerging technologies, and multicultural perspectives. These methods enhance students' critical thinking, media analysis, creativity, technological proficiency, and multicultural awareness. By implementing these approaches, educators can equip undergradu
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Sarudin Sarudin, Muhammad Mahfud, Muhammad Fuad, Puspita Dian Agustin, and Muhammad Fadli. "Pengaruh Teknik Pembelajaran Aktif Terhadap Prestasi Akademik Siswa: Analisis Literatur Komprehensif." Jurnal Ilmiah Edukatif 10, no. 2 (2024): 281–90. https://doi.org/10.37567/jie.v10i2.3349.

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This study aims to analyse the effect of active learning techniques on students' academic achievement through a comprehensive literature review. Active learning techniques, which include methods such as group discussion, simulation, and hands-on practice, are reported to improve students' understanding of subject matter as well as their learning motivation. The research method in this review uses the literature method. The results of the literature review show that students who engage in active learning processes gain a deeper understanding and are able to apply the concepts learnt more effect
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Soulié, Priscilla, and Pierre Cosson. "Learning objectives: an epiphany." FEBS Open Bio 11, no. 12 (2021): 3189–92. http://dx.doi.org/10.1002/2211-5463.13328.

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A new Bachelor–Master curriculum in Biomedical Sciences was created at the University of Geneva in 2017. As we organized the new curriculum, we discovered the usefulness of learning objectives. This goal‐oriented approach of teaching proved essential to determine the overall structure of the teaching program, as well as the content of specific courses, and the nature of the examinations. It led us to include innovative elements in the program, preparing students for real‐life situations. Finally, it convinced us to change our role as teachers, in order to engage students in a more active learn
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Dr., Syed Imranul Haque. "The Role of Reflective Learning in Teaching English Literature: A Pedagogical Approach." International Journal of Humanities Education 13, no. 1 (2025): 559–73. https://doi.org/10.5281/zenodo.15054906.

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This study investigates the role of reflective learning in enhancing the teaching and learning of English literature. Reflective learning, which encourages students to critically assess their experiences and engage deeply with course content, is explored as a pedagogical tool aimed at improving students’ comprehension and analytical skills. A sample of 150 undergraduate students from diverse academic backgrounds participated in this study, engaging in reflective activities such as journaling, group discussions, and self-assessment exercises related to their literature coursework. Data wa
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GAYRATOVA, Dilnoza. "MAXIMIZING STUDENT TALKING TIME: STRATEGIES FOR INCREASING ACTIVE PARTICIPATION IN THE CLASSROOM." UzMU xabarlari 1, no. 1.6 (2024): 53–55. https://doi.org/10.69617/nuuz.v1i1.6.3750.

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Maximizing student talking time is essential for creating a dynamic and engaging learning environment in the classroom. Active participation from students not only enhances their understanding of the material but also fosters a sense of ownership and responsibility for their own learning. This article explores various strategies and techniques that educators can use to increase student talking time in the classroom. From group discussions and peer teaching to interactive activities and technology integration, there are numerous ways to encourage students to actively engage in dialogue and expr
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Hurtubise, Larry, Elissa Hall, Leah Sheridan, and Heeyoung Han. "The Flipped Classroom in Medical Education: Engaging Students to Build Competency." Journal of Medical Education and Curricular Development 2 (January 2015): JMECD.S23895. http://dx.doi.org/10.4137/jmecd.s23895.

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The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of med
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Church, Frank C. "Active Learning: Basic Science Workshops, Clinical Science Cases, and Medical Role-Playing in an Undergraduate Biology Course." Education Sciences 11, no. 8 (2021): 370. http://dx.doi.org/10.3390/educsci11080370.

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Effective undergraduate courses increasingly blend elements of active learning with a more traditional lecture format. Designing and implementing active learning sessions that engage, educate, and are challenging and workable in a group setting are essential for student learners. In addition, active learning sessions take concepts of fundamental knowledge and apply them to a more relevant and real-world environment. Thus, effective active learning lesson plans enable students to thrive in their educational experience, and this potentially enhances material retention. Presented here are example
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Rahmonovna, Saitkulova Nazokat. "METHODS OF DEVELOPMENT OF PROFESSIONAL MOBILITY OF STUDENTS STUDYING IN THE FIELD OF SPECIAL PEDAGOGY." European International Journal of Pedagogics 4, no. 11 (2024): 20–23. http://dx.doi.org/10.55640/eijp-04-11-05.

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The development of professional mobility among students in the field of special pedagogy is crucial for fostering adaptable, internationally-minded educators. This abstract explores various methods designed to enhance students' professional mobility, including experiential learning, international internships, cross-cultural communication training, and the integration of digital platforms for virtual exchange. These methods aim to equip students with the skills needed to engage in diverse educational environments, promoting an inclusive and globally competent approach to special education. By f
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Azizan, Mohammad Tazli. "Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies." Asean Journal of Engineering Education 7, no. 2 (2023): 8–16. http://dx.doi.org/10.11113/ajee2023.7n2.129.

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This study aims to investigate the effectiveness of active learning methodologies and technology tools in enhancing cognitive engagement among students in an online learning environment. Traditional teaching methods may not be sufficient to be replicated to engage students in online learning, which may lead to lower levels of cognitive engagement and reduced learning outcomes. Thus, it is essential to explore how technology tools and active learning strategy can be used to enhance cognitive engagement in online learning. This study involves the implementation of book-end method in active learn
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Books on the topic "And engage students in active learning are essential"

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J, Mac Iver Douglas, and Educational Resources Information Center (U.S.), eds. The talent development middle school: Essential components. Center for Research on the Education of Students Placed at Risk, Johns Hopkins University & Howard University, 1996.

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Frey, Nancy. Productive group work: How to engage students, build teamwork, and promote understanding. ASCD, 2009.

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Paul, Cooper. From inclusion to engagement: Helping students engage with schooling through policy and practice. Wiley-Blackwell, 2011.

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Nutefall, Jennifer E., ed. Service Learning, Information Literacy, and Libraries. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798216013006.

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As the number of service learning courses and their requirements increase, it is essential for academic librarians to partner with faculty and administration to include lifelong research skills components. This crucial book provides insights and case studies that will help you do just that. Service learning—defined as community service connected to a for-credit college course—is acknowledged to be a high-impact educational practice. It provides students with opportunities to put what they learn in class into action, to engage problem-solving skills, and to reflect on their experiences. Ideally
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Harper, Jennifer, and Kathryn Ellen O'Brien. Student-Driven Learning: Small, Medium, and Big Steps to Engage and Empower Students. Pembroke Publishers, Limited, 2012.

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DiYanni, Robert, and Anton Borst. The Craft of College Teaching. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691183800.001.0001.

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The college classroom is a place where students have the opportunity to be transformed and inspired through learning—but teachers need to understand how students actually learn. This book provides an accessible, hands-on guide to the craft of college teaching, giving instructors the practical tools they need to help students achieve not only academic success but also meaningful learning to last a lifetime. The book explains what to teach—emphasizing concepts and their relationships, not just isolated facts—as well as how to teach using active learning strategies that engage students through pr
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50 Ways to Leave Your Lectern: Active learning strategies to engage first-year students. Wadsworth Publishing, 2002.

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Garver, James R., and John V. Antonetti. 17,000 Classroom Visits Can't Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement. Association for Supervision & Curriculum Development, 2015.

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Garver, James R., and John V. Antonetti. 17,000 Classroom Visits Can't Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement. Association for Supervision & Curriculum Development, 2015.

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Garver, James R., and John V. Antonetti. 17,000 Classroom Visits Can't Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement. Association for Supervision & Curriculum Development, 2015.

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Book chapters on the topic "And engage students in active learning are essential"

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Ledertoug, Mette Marie, and Nanna Paarup. "Engaging Education: The Foundation for Wellbeing and Academic Achievement." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_18.

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AbstractIn a world of educational crisis, students who lack engagement and feel bored at school might not pursue further education when given opportunities to leave school. In the twenty-first century, there is a need for lifelong learners and it is therefore essential to focus on optimising education. How do we support deep learning and application of knowledge? How do we support student motivation for learning? How do we engage students in learning activities? How do we make students thrive in schools and learning activities? This chapter offers possible answers to these questions. The chapt
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Sekita, Kazuhiko, and Masakazu Mitsumura. "Course Design Fostering Significant Learning: Inducing Students to Engage in Coursework as Meaningful Practice for Becoming a Capable Teacher." In Deep Active Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5660-4_9.

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LaDue, Nicole D., and Thomas F. Shipley. "Click-on-Diagram Questions: Using Clickers to Engage Students in Visual-Spatial Reasoning." In Active Learning in College Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_11.

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Bin Abdulrahman, Khalid A., and Barbara Barzansky. "Student Engagement and Active Learning in Health Profession Education." In Essential Learning Skills for Health Professions Students. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-5670-7_5.

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Mazrouei, Sara, and Michelle Schwartz. "Using Active Learning Techniques to Engage Audiences in Oral Presentations." In Teaching Science Students to Communicate: A Practical Guide. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-91628-2_15.

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Froggatt, Deborah Lang. "Building Student Agency One Book at a Time." In Designing Democratic Schools and Learning Environments. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-46297-9_20.

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AbstractThe “informationally underserved” are students who learn without access to effective school library pedagogy, which empowers students to engage in the exchange of intellectual content, “essential to the functioning of a democracy” Jaeger and Burnett (New Directions in Information Behavior, Emerald, 2011, p. 165).
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Svabo, Connie, Michael Shanks, Chunfang Zhou, Tamara Carleton, and Gabriele Characiejiene. "Creative Pragmatics for Active Learning in STEM Education." In Contributions from Science Education Research. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-78720-1_1.

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Abstract “Creative Pragmatics for Active Learning in STEM Education” opens with a chapter that introduces Creative Pragmatics as a flexible and evolving approach aimed at fostering active learning in STEM. This introductory chapter, provided as open access, advocates for competence-based education that prepares learners for the unpredictable and multidimensional challenges of today’s world. It challenges the traditional view of scientific knowledge as stable and complete, urging educators and students to develop competence and skills to navigate the unpredictable challenges of today’s science
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Lähdesmäki, Tuuli, Jūratė Baranova, Susanne C. Ylönen, et al. "A Sociocultural Approach to Children’s Visual Creations." In Learning Cultural Literacy through Creative Practices in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89236-4_2.

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AbstractThis chapter locates the book within the research on children’s art. It explores interpretations of children’s visual creations throughout the twentieth century and situates the approach of the book within the research landscape. The authors take developmental psychological, educational, and aesthetic approaches to form a sociocultural view of children’s art, challenging many of the previous research assumptions. Through adopting the paradigm of the sociocultural approach, the authors embrace its view of children as competent cultural actors and active participants in cultural producti
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Nghiem, Xuan-Hoa, Rohit Yadav, Mohit Yadav, Narayanage Jayantha Dewasiri, and Asanga Ranasinghe. "Project-Based Learning and Inquiry-Based Learning." In Exploration of K-12 Teaching and Learning for Teacher Educators. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-9370-3.ch009.

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This chapter explores Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) as transformative educational approaches that emphasize student-centered, active learning. PBL and IBL engage students in real-world problems and inquiry-driven processes, fostering critical thinking, collaboration, and creativity. While PBL is focused on collaborative projects with tangible outcomes, IBL centers around student-directed exploration and questioning. The chapter highlights their theoretical foundations, pedagogical benefits, and practical applications in various educational contexts. It also disc
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Eddins, Stefka G. Nikolova, and Venita L. Totten. "Engaging Students Through Integrated Pedagogy." In Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8298-5.ch009.

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This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform
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Conference papers on the topic "And engage students in active learning are essential"

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Lewin, Daniel R. "Food for thought: Delicious problems for Process System Engineering (PSE) courses." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.119270.

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Active learning is widely recognized as an effective teaching approach that can improve classroom outcomes. This is enabled by providing the time for students to apply new knowledge, make mistakes, correct them, and repeat the process until mastery is achieved. One way to implement active learning is through the flipped classroom paradigm. However, to be effective, active learning depends on providing students with a variety of open-ended problems, ranging in difficulty from introductory to advanced levels. This paper presents four food-themed problems for use in numerical methods and process
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Brown, Ashland O. "Undergraduate Finite Element Instruction Using Commercial Finite Element Software Tutorials and the Kolb Learning Cycle." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60756.

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As background, the Kolb learning cycle describes an entire cycle around which a learning experience progresses [1]. The goal, therefore, is to structure learning activities that will proceed completely around this cycle, providing the maximum opportunity for full student comprehension of the course material. This model has been used previously to evaluate and enhance teaching in engineering [2, 3, and 4]. Most college education is geared toward abstract conceptualiztion, but complete learning is enhanced by the use of all four learning stages Abstract Hypothesis and Conceptualization, Active E
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Manolii, Adela, and Wei Pang. "The linguistic perspective of cultural dimensions (on Romanian-Chinese material)." In Conferința științifică națională cu participare internațională "Integrare prin cercetare și inovare" dedicată Zilei Internaționale a Științei pentru Pace și Dezvoltare. Moldova State University, 2025. https://doi.org/10.59295/spd2024u.19.

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The cultural identity of an individual is created in relation to others, in a unique social context. Any cultural identity is defined by recognizing the presence of the other and its cultural practices. Intercultural dialogue is essential in building cultural identity, because it supports individuals in seeing both the similarities and differences that exist in relation to others and in defining who they are. Providing a dedicated space for foreign students learning Romanian to freely express their opinions and actively engage in intercultural exchanges is essential to facilitate language lear
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Olweny, Mark R. O. "Listen Without Prejudice: The Design Studio as a Discursive Learning Environment (or) Helping Students Learn in Architecture Education." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.113.

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Learning how to learn is an essential part of architectural education, but relies on the confluence of a number of elements: effective teaching, knowledge construction, and active engagement with new knowledge in the design studio. It is here that collaboration between learners and educators is fostered, through socialization processes embedded in this discursive environment. Challenges in ensuring constructive engagement are twofold: for students, coming into architectural education means having to adopt new learning approaches, and adapt to teaching methods and styles they were previously un
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Аль-Муршеди Ахмед, Вахид Хамза. "THE ROLE OF WORKSHOPS AND PRACTICAL CLASSES IN THE FORMATION OF STUDENTS' PROFESSIONAL COMPETENCES." In Education, Culture and Society (Образование. Культура. Общество): сборник статей LXXIV International scientific conference (Санкт-Петербург, Июнь 2024). Crossref, 2024. http://dx.doi.org/10.37539/240626.2024.16.53.004.

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В данной статье рассматривается роль мастерских (воркшопов) и практических занятий в формировании профессиональных компетенций студентов в образовательных учреждениях высшего образования, подчеркивается, как эти методы улучшают результаты обучения и прививают обучающимся важнейшие жизненные навыки. В данном исследовании на основе анализа различных образовательных моделей рассматривается динамика активной среды обучения, в которой студенты участвуют в упражнениях и проектах, требующих непосредственного применения теоретических знаний. Полученные результаты свидетельствуют о том, что мастерские
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Marchisio, Marina, Alice Barana, Michele Fioravera, et al. "PROBLEM SOLVING COMPETENCE DEVELOPED THROUGH A VIRTUAL LEARNING ENVIRONMENT IN A EUROPEAN CONTEXT." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-067.

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In modern societies, life itself is a problem solving. OCSE-PISA defined the problem-solving competence as the capacity to engage in cognitive processing to understand and solve problem situations where a method of solution is not immediately obvious. Hence in teaching Mathematics, and in general scientific subjects, it becomes important to adopt new methods centred on student learning, which are able not only to deliver knowledge but also to enhance the competence in problem solving. It is essential to start from simulated real-life problem situations in order to explain new concepts, since i
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Menkhoff, Thomas, and Benjamin Gan. "Engaging Students through Conversational Chatbots and Digital Content: A Climate Action Perspective." In 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002960.

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In this case study, we report experiences deploying a conversational chatbot as a pre-class and post-class engagement tool for undergraduate students enrolled in sustainability-related courses aimed at educating them about the severity of climate change and the importance of climate action by offsetting one’s carbon footprint (e.g, by planting trees or mangroves in SEA). The intitiative supports the university’s sustainability efforts in general and our new sustainability major in particular aimed at helping students to achieve sustainability-related learning outcomes with reference to climate
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Trif, Letitia. "CHARACTERISTICS OF THE ONLINE LEARNING ENVIRONMENT ORGANIZATION. TRADITIONAL AND ELECTRONIC TEACHING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-032.

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In this paper, we highlight features of the organization of online learning environment by creating a relationship of interdependence between elements of direct, traditional teaching, face to face type, and features of electronic, virtual teaching. Among the premises that we have in view, we highlight some measures and actions to implement the National Pact for Education, as the strategy for the development of education and research in the period 2009-2015, also stated in the National Education Law, no.1/2011: centring the curriculum on skills, considerably increasing curricular flexibility, i
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Bender, Jonas, and Klaus Bengler. "Digital Teaching to Develop Soft Skills – A User-Centered Approach." In 2025 Intelligent Human Systems Integration. AHFE International, 2025. https://doi.org/10.54941/ahfe1005877.

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The development of soft skills, including teamwork, communication, critical thinking, and emotional intelligence, has become essential in the modern workplace. Despite this growing need, conventional teaching methods in higher education often fail to prioritize these competencies, favoring traditional lecture-based approaches. This paper addresses the gap by presenting a digital project management platform designed to enhance soft skills among university students through practical, team-based learning.Following a user-centered design process, the platform was developed using the ADDIE (Analysi
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Alnafjan, Abeer. "Math Game for Elementary School Children Using Leap Motion Controller." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004605.

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Education holds significant importance in society as it provides individuals with essential knowledge, skills, and critical thinking abilities. However, traditional educational approaches may not always engage children effectively. To address this, innovative methods are needed to make education more interesting and captivating for children. By incorporating interactive elements such as educational games, multimedia resources, and creative teaching techniques, we can create a learning environment that fosters curiosity, exploration, and active participation. This approach enhances learning out
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Reports on the topic "And engage students in active learning are essential"

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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.
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Chua, Boon Liang. Justification in Mathematics (JiM). National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22628.

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This JiM project set out to research the current state of understanding of mathematical justification by both Singapore secondary school students and Mathematics teachers across the different content strands in the Singapore secondary Mathematics curriculum. This timely and relevant project was started to complement the current goal of the Ministry of Education (MOE) on fostering reasoning in the learning of Mathematics in schools. While MOE focuses on the reasoning process, our study examined the outcomes of this reasoning process. For many years, mathematical reasoning and communication have
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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