Relevant bibliographies by topics / Interactive learning modules

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Interactive learning modules'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Interactive learning modules"

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Goma, Ophelia D. "Applying Economics Using Interactive Learning Modules." Journal of Educational Technology Systems 38, no. 4 (2010): 427–35. http://dx.doi.org/10.2190/et.38.4.d.

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Guzmán, José Luis, Karl J. Åström, Sebastián Dormido, Tore Hägglund, and Yves Piguet. "INTERACTIVE LEARNING MODULES FOR PID CONTROL." IFAC Proceedings Volumes 39, no. 6 (2006): 7–12. http://dx.doi.org/10.3182/20060621-3-es-2905.00003.

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Kim, Beaumie, Williams Richard, and John Dattilo. "Students’ Perception of Interactive Learning Modules." Journal of Research on Technology in Education 34, no. 4 (2002): 453–73. http://dx.doi.org/10.1080/15391523.2002.10782361.

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Utami, Saza Kurnia, and Dony Novaliendry. "PENGEMBANGAN MODUL INTERAKTIF KOMPUTER DAN JARINGAN DASAR BERBASIS ANDROID." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 4 (2020): 244. http://dx.doi.org/10.24036/voteteknika.v7i4.106720.

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The use of technology in education can simplify the learning process and increase the potential of students in developing interests and potential so that learning objectives can be achieved. Based on observations on the Computer and Basic Networking subjects at SMKN 5 Padang that teachers have not implemented the media in the form of interactive modules in the learning process so that it has an impact on student learning outcomes. The purpose of this research is to develop an interactive module Computer and Basic Networks. Making this module using Android Studio software. The development method begins with system analysis (Fishbone diagram), analysis of the current system, and analysis of the proposed new system in the form of use cases, activity diagrams, and interface design. The conclusion of the development of this module is to produce an interactive module application Computer and Basic Networks that can be accessed via an android smartphone. In addition this module can also be run on a computer / PC. With the media in the form of interactive modules, it can be easier for students to understand the material and is very practical to be used as a learning medium. Keywords:Interactive Modules, Computers and Basic Networks, Android Studio
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Jacobs, Kuva, and David Panton. "Learning About ODEs Using Interactive Online Modules." CODEE Journal 7, no. 1 (2010): 1–20. http://dx.doi.org/10.5642/codee.201007.01.01.

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Kozlovsky, E. O. "Interactive Training Modules in Distance Learning Systems." Information Technologies in Education, no. 2 (August 7, 2008): 140–43. http://dx.doi.org/10.14308/ite000048.

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Huang, Camillan. "Designing high-quality interactive multimedia learning modules." Computerized Medical Imaging and Graphics 29, no. 2-3 (2005): 223–33. http://dx.doi.org/10.1016/j.compmedimag.2004.09.017.

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Kumar, Rakesh K. "Interactive Learning Modules Based on PowerPoint™." Medical Science Educator 26, no. 3 (2016): 421. http://dx.doi.org/10.1007/s40670-016-0254-7.

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Аnzorova, S., D. Madiyarova, A. Zubets, G. Zhumadilova, and E. Tlessova. "INTEGRATION OF DIGITAL AND PEDAGOGICAL TECHNOLOGIES IN THE PROCESS OF TEACHING STUDENTS OF SOCIO-ECONOMIC AND PEDAGOGICAL AREAS OF TRAINING." BULLETIN 3, no. 391 (2021): 170–75. http://dx.doi.org/10.32014/2021.2518-1467.117.

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Тhis study examines how to integrate the benefits of role-playing, collaborative and interactive learning, and realistic case studies in a virtual environment. The article describes the experience of implementing an educational model based on the online virtual reality platform Second Life (SL), which provides students with the opportunity to participate in role-playing games, interactive learning, and social interaction in the learning process. The proposed model consists of three modules: the module for the preparation of information, joint modeling, a reflexive module that provides practical skills by participating in a 3D game. Students and teachers who participated in the testing of the model gave a positive assessment. The main goal of developing an educational model that's based on Second Life is to improve the educational process, using the advantages of role-playing games, collaborative and interactive learning, as well as realistic cases in a virtual environment. This can be achieved using three modules: an information preparation module, a joint simulation module for studying the situation, and a reflexive module. Unlike some virtual educational systems, this model is specifically designed to help students understand the causes of problems and how to solve them through data visualization and simple modeling, easy communication, flexible interaction, collaboration, and immersion in the SL environment. By integrating the three modules in the SL environment, the model will provide more opportunities for effective collaborative learning in various fields of knowledge. In the information preparation module, teachers and students use moving avatars to perform all the actions presented in the demo virtual room in SL with the support of the Semantic Wiki Template. This template provides the platform with sections of information on the studied subject. Using it, teachers can easily pass practical tasks to the student, while students can respond and present results without having any deep training in the field of information technology.
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Tamaji, Tamaji, and Arief Budijanto. "Pembelajaran Microcontroller MCS-51 Dengan Metodologi Interaktif." Jurnal Intake : Jurnal Penelitian Ilmu Teknik dan Terapan 8, no. 2 (2017): 61–66. http://dx.doi.org/10.32492/jintake.v8i2.692.

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Evaluation Board Microcontroller 89S51 / 89S82 / 89S53 (PEM-51) is a tool used to support microcontroller subject learning with an interactive methodology. PEM-51 consists of input / output modules that are integrated in one PCB board. The modules consist of a switch input, keypad module, LED module, seven segment display module, LCD display module, ADC (Analog to Digital Converter) module, DAC (Digital to Analog Conver) module, Stepper motor module. The software used in this tool is C using the Keil µVision4 compiler. The interactive learning process can be done by making a simulation circuit using Proteus software before implementing it to a microcontroller. With PEM-51, it is expected to increase student competency in studying Microcontroller courses.
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Dissertations / Theses on the topic "Interactive learning modules"

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Jamwal, Goldee. "Effective use of Interactive Learning Modules in Classroom Study for Computer Science Education." DigitalCommons@USU, 2012. http://digitalcommons.usu.edu/etd/1358.

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The National Science Foundation (NSF) is spending substantial resources to improve science, technology, engineering, and mathematics (STEM) education in the United States. The ultimate goal of these programs is to produce students with a better knowledge of math and science and who are more likely to pursue careers in STEM fields. Interactive learning modules can be used in the classroom environment for effective learning. This study examines the learning preferences of Logan High School (located in Logan, Utah) students and evaluates the impacts of using interactive learning modules with classroom lectures compared to other traditional methods of teaching.
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Santoso, Harry Budi. "Computer Self-Efficacy, Cognitive Actions, and Metacognitive Strategies of High School Students While Engaged in Interactive Learning Modules." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2043.

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The purpose of this research was to investigate high school students’ computer self-efficacy, cognitive actions, and metacognitive strategies in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesized that computer self-efficacy is correlated positively with cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. This research used a mixed-methods approach to answer the research questions. Two research questions guided this research: (1) How is students’ computer self-efficacy related to cognitive actions and metacognitive strategies while using interactive learning modules?; and (2) How do students plan monitor their cognitive actions, and regulate their monitoring strategies during learning with interactive learning modules?This study utilized self-regulated learning framework that covered self-efficacy, cognitive, and metacognitive components. While self-efficacy was represented by computer self-efficacy, the metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules. One hundred and thirteen students from two high schools in Northern Utah, USA(i.e., InTech Collegiate High School and Logan High School) participated in this study. Each student worked on three modules: Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Due to the differences in class schedules between both schools, students at InTech Collegiate High School and Logan High School completed the activities within 2 and 4 days, respectively. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of the interviews. The students completed three questionnaires: demographic, computer self-efficacy, and self-regulated computer-based learning questionnaires.The findings of the study revealed that while computer self-efficacy was not positively correlated with cognitive actions, it was positively correlated with metacognitive strategies. Specifically, the findings revealed a significant positive correlation between computer self-efficacy and planning strategies. Screen-captured video analyses showed that there were different profiles of cognitive actions and metacognitive strategies between high and low computer self-efficacy groups. The findings were confirmed by issues from interview analyses between the groups.
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Ekinci, Emre, and Mohammed Esget. "En lärares syn på interaktivt lärande och begreppsutveckling ihistorieämnet." Thesis, Malmö universitet, Institutet för studier i Malmös historia (IMH), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44348.

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The aim of this study is to examine how teachers understand interactive methods in history education in secondary and upper secondary school. The study is based on learning theories by Lev Vygotskij, John Dewey and Jean Piaget on how different interactive teaching methods can enhance pupils’ literacy. The method used is a qualitative study which is analyzed inductively through thematic strategy. The findings show how teachers perceive the usefulness in interactive methods and its role in improving literacy in historical concepts.
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Guo, Yongquing. "Interactive Computer Simulation and Animation Learning Modules: A Mixed-method Study of Their Effects on Students' Problem Solving in Particle Dynamics." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4493.

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Computer simulation and animation (CSA) has been receiving growing attention and wide application in the engineering education community. The goal of this dissertation research was to improve students' conceptual understanding and procedural skills for solving particle dynamics problems, by developing, implementing and assessing 12 interactive computer simulation and animation learning modules. The developed CSA learning modules integrate visualization with mathematical modeling to help students directly connect engineering dynamics with mathematics. These CSA modules provide a constructivist environment where students can study physical laws, demonstrate mental models, make predictions, derive conclusions, and solve problems. A mixed-method research was conducted in this study: quasi-experimental method (quantitative), and survey questionnaires and interviews (qualitative and quantitative). Quasi-experimental research involving an intervention group and a comparison group was performed to investigate the extent that the developed CSA learning modules improved students' conceptual understanding and procedural skills in solving particle dynamics problems. Surveys and interviews were administrated to examine students' learning attitudes toward and experiences with the developed CSA learning modules. The results of quasi-experimental research show that the 12 CSA learning modules developed for this study increased students' class-average conceptual and procedural learning gains by 29% and 40%, respectively. Therefore, these developed CSA modules significantly improved students' conceptual understanding and procedural skills for solving particle dynamics problems. The survey and interview results show that students had a positive experience with CSA learning.
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Smith, Natalie T. (Natalie Tamika) 1978. "Interactive spectral analysis learning module." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8600.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2001.<br>Includes bibliographical references (leaf 103).<br>Due to increased demand for interactive learning opportunities for engineering students, an interactive spectral analysis learning module was developed for the course Biomedical Signal and Image Processing (HST582J/6.555J/16.456J). The design of this module is based on the Star Legacy model, a pedagogical framework that promotes the creation of guided learning environments that use applications as the context for focused learning activities. The module is implemented using a combination of traditional teaching methods and web-based components. The web-based components include tutorial questions, text summaries, tables, figures, a glossary, and an interactive demonstration. This module was used in HST582J/6.555J/16.456J during Spring Term 2001. A variety of assessment techniques were employed. Survey results show that students generally found the module useful. Student performance on lab reports showed improved understanding of key concepts relative to previous years. Future efforts should reanalyze other performance data and make suggested modifications to the overall module, the web-based tutorial, and the interactive demo.<br>by Natalie T. Smith.<br>M.Eng.
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Silva, Márcia Roberta dos Santos Pires da. "iCOMB: estudo e reprojeto participativo para redefinição de um sistema para ensino-aprendizagem de combinatória." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/45/45134/tde-05042016-155031/.

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Os atuais avanços na área das Tecnologias da Informação e da Comunicação (TIC) estão mudando a Educação, com a disponibilização de sistemas educativos para apoiar as atividades no processo de ensino e de aprendizagem. Embora o tópico de combinatória seja relevante para o ensino médio e para os cursos de Ciências Exatas, este tópico tem sido desconsiderado nos avanços da Informática na Educação, principalmente ao se considerar o uso de ambientes de aprendizagem via Web. Atualmente, o iComb é, no melhor de nosso conhecimento, o único sistema Web integrável a tais ambientes. Ele é um Módulo de Aprendizagem Interativa (iMA) integrável ao Sistema Gerenciador de Cursos (SGC) Moodle, por meio do plugin iTarefa. O iComb oferece atividades de autoria de exercícios, bem como, sua avaliação automática. No entanto, considerando sua usabilidade, foram detectados alguns problemas na interface. O foco deste trabalho está relacionado ao reprojeto do sistema iComb e seu impacto na aprendizagem de combinatória. Para a reconstrução do iComb adotou-se o método de design de interação, buscando-se a participação efetiva de usuários finais do sistema, em todas as atividades desse processo, com (i) sessões de teste de usabilidade utilizando a versão Java do iComb para identificar problemas e guiar o redesenho do sistema, e (ii) prototipagem e avaliação da interface do sistema redesenhado. Esse processo permitiu implementar uma nova versão do iComb utilizando tecnologias associadas ao HTML5, que será brevemente disponibilizado como software livre.<br>Current advances in Information and Communication Technologies (ICT) are changing Education with delivering software to support learning/teaching activities. Although being relevant for Science, Technology, Engineering, and Mathematics (STEM) courses, Combinatorial Analysis is almost disregarded in these advances, mostly if we consider their integration with earning Management Systems. Currently, iComb is, at the best of our knowledge, the only system with such a possibility. It is an interactive Learning Module (iLM) that can be integrated to Moodle, through the iAssign plugin. iComb provides authoring activities as well as their automatic assessment. Nevertheless, considering the system usability, several interaction problems were detected during sessions with teachers and students. In this work it is described the process of redesigning the iComb system by adopting Interactive Design, to conduct controlled sessions of system use for (i) identifying usability issues for guiding the system redesign; and (ii) prototyping and evaluate the redesigned system interface, with end-users. This process allowed to implement new version of iComb using HTML5 related technologies that will be sooner available as free software, in order to reach a larger audience. Preliminary results on the interface evaluation indicate that both students and teachers felt more comfortable using the new interface of iComb and found it easier to execute common tasks.
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Wanyonyi, David Wafula. "Mobile presentations with interactive chat for m-Learning." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5136_1319004472.

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Using presentations in an m-Learning environment enables delivery of rich content to a mobile phone learner. This study investigated how to prepare and stream presentations from a desktop computer to a mobile phone in near-realtime. It also addressed communication between users using interactive text chat in the same environment. Our analysis of text/podcast-based m-Learning applications revealed limited interactivity and lack of diversity in content streamed. To address this, we developed a mobile-based application that uses a task-timer model to synchronize with a server every n units of time to enable near-realtime streaming of presentation slides between mobile and desktop users. The application included text-based instant messenger. Laboratory experiments investigated the use OpenOffice and PowerPoint presentations and techniques used to convert these presentations into mobile phone compatible formats. Experiments were carried out with smart mobile phones running on a third generation cellular network. We employed transaction-logging techniques in addition to automated image analysis techniques to observe and record data. Analysis of the results revealed using presentations enabled more rich content than text-based models such as short message service-based frameworks and podcasts. Although m-Learning is not yet widely adopted, applications such as the one developed in the study offer high hopes for m-Learning because of the use of rich content and interactivity between users.
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Amer, Rafat Samih. "Designing and evaluating an interactive dental educational module to teach freshman dental students." Thesis, University of Iowa, 2009. https://ir.uiowa.edu/etd/224.

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Certain Operative Dentistry skill sets, such as bonding procedures, do not require a refined psychomotor skill level as much as a mastery of the concepts, placement and timing requirements of the bonding procedure. Procedures such as these may lend themselves well to the interactive media style that today's students are so familiar with in a computer module "gaming" format.
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D'Agostino, Bianca. "The Influence of an Interactive Online Learning Module on Pre-Service Teachers’ Mental Health Literacy." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39213.

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Ensuring that teachers have high mental health literacy (MHL) is paramount, particularly because the prevalence rate for mental illness among children and adolescents is 10-20% (Mental Health Commission of Canada, 2013). Currently, there are few programs designed to increase the MHL of teachers, and the research base examining these is scant. As a result, more research is required to find effective methods of improving MHL among teachers. The current study explored the influence of a new, interactive MHL learning module on the MHL levels of B.Ed. candidates. A questionnaire largely adapted from existing measures was developed and factor analysis was conducted. Pre- and post-module MHL scores were analyzed using descriptive approaches and a repeated-measures MANOVA. Results indicate that pre-service teachers have high knowledge and non-stigmatizing beliefs in relation to MHL which did not change post- module completion; self-efficacy levels did show a small, non-significant increase.
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Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
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Books on the topic "Interactive learning modules"

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Hart, Jane, and Kirk Martinez. Glacial Analysis (Routledge Interactive Learning Modules). Routledge, 2005.

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Glacial Analysis: An Interactive Introduction (Routledge Interactive Learning Modules). Routledge, 1997.

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(Editor), Eugene A. Herman, Michael D. Pepe (Editor), and Robert T. Moore (Editor), eds. Linear Algebra: Modules for Interactive Learning Using Maple. Addison Wesley Publishing Company, 2000.

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Linear Algebra: Modules for Interactive Learning Using MAPLE, Preliminary Version. Addison-Wesley, 1999.

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Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.
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Hansen, Bethanie L. Teaching Music Appreciation Online. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.001.0001.

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In this book, readers will learn practical tips and strategies to teach music appreciation online. As online education is a growing field, an increasing number of teachers trained in traditional/live methods find themselves now teaching online and potentially without mentors to assist them. Students are also changing, seeking highly engaged, relevant, and interactive learning opportunities that connect to their lives. Here, readers will find helpful guidance in planning curriculum; integrating multimedia assets; designing forum discussions; developing assignments; preparing rubrics; engaging in forum discussions; preparing, managing, and teaching the course; providing feedback and grading; and following up with struggling and challenging students. The book can serve as a resource to those already teaching music appreciation online or as a comprehensive guide to those new to the field. Additionally, it may serve as a resource to instructors in other disciplines who seek to shift live courses to the online format, as well as music appreciation instructors who would like to integrate digital or online components into traditional face-to-face courses. The book is organized into five major sections, designed to guide the novice online educator in-depth while also appealing to the seasoned veteran through the ability to review each section as a stand-alone resource. Although some readers will desire to read from cover to cover, they will also be able to move in a nonlinear manner from chapter to chapter, using chapters in modular form, in order to benefit from the sections that most apply to them at any given time.
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Book chapters on the topic "Interactive learning modules"

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El Saddik, Abdulmotaleb. "Reusable Instructional Visualization Modules." In Interactive Multimedia Learning. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_3.

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Bousbia, Salah, Emna Miladi, Zeineb Kooli, Asma Chouki, and Wafa Boumaiza. "T-Learning: Proposal of an Innovative Pedagogical Approach on the Basis of Theatrical Techniques and Competition Spirit for Technical Modules Teaching." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_44.

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Di Maro, Maria, Antonio Origlia, and Francesco Cutugno. "Learning Between the Lines: Interactive Learning Modules Within Corpus Design." In Lecture Notes in Electrical Engineering. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9323-9_28.

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Deicke, Benedikt, Jan-Torsten Milde, and Hans-Martin Pohl. "A Web-Based, Interactive Annotation Editor for the eCampus Development Environment for SCORM Compliant E-Learning Modules." In Human-Computer Interaction. Interacting in Various Application Domains. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02583-9_10.

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Wang, Pengcheng, Jonathan Rowe, Bradford Mott, and James Lester. "Decomposing Drama Management in Educational Interactive Narrative: A Modular Reinforcement Learning Approach." In Interactive Storytelling. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48279-8_24.

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Hsiung, Wong Yau. "Interactive and Engaging Module Sites: The RASA Model." In Redesigning Learning for Greater Social Impact. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4223-2_18.

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Zamli, Kamal Z., Fakhrud Din, Nazirah Ramli, and Bestoun S. Ahmed. "Software Module Clustering Based on the Fuzzy Adaptive Teaching Learning Based Optimization Algorithm." In Intelligent and Interactive Computing. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6031-2_3.

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Abidin, Hazlin Aisha Zainal, and Siti Zuraida Maaruf. "Interactive Visual Art Education Pedagogical Module: Typography in Visual Communication." In Envisioning the Future of Online Learning. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0954-9_15.

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Hunziker, Hans W. "Modular Prototyping in the Design of Interactive Learning Programs." In Cognitive Modelling and Interactive Environments in Language Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8_27.

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Strand, S. E., F. Milano, S. Tabakov, et al. "Emerald — European Medical Radiation Learning Development — for Vocational Training and Interactive Learning on World Wide Web — Nuclear Medicine Training Module." In Radioactive Isotopes in Clinical Medicine and Research XXIII. Birkhäuser Basel, 1999. http://dx.doi.org/10.1007/978-3-0348-8782-3_52.

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Conference papers on the topic "Interactive learning modules"

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Luis, José. "Interactive learning modules for PID control." In Seventh IFAC Symposium on Advances in Control Education, 2006, chair S. Dormido and F. Morilla. IFAC, Elsevier, 2006. http://dx.doi.org/10.3182/20060621-3-us-00003.

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Elrazig, Abd, and A. E. Suliman. "Interactive Design Modules for Logic Design Course." In 2015 Fifth International Conference on e-Learning (econf). IEEE, 2015. http://dx.doi.org/10.1109/econf.2015.12.

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Raina, Sagar, Blair Taylor, and Siddharth Kaza. "Interactive e-learning modules for teaching secure." In the 45th ACM technical symposium. ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2544289.

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Thomassian, Jean-Claude, and Anoop Desai. "Interactive learning modules for innovative pedagogy in circuits and electronics." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720462.

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Singh, Kumar V., and Fazeel Khan. "Embedding Specialized Online Learning Modules in Courses." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38451.

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In recent years, online learning modules and interactive tools have been developed for integrating synergistic computational and experimental activities into several courses in the mechanical and manufacturing engineering curriculum. These modules may complement existing labs, introduce experiments to lecture-based courses, or help reinforce the understanding of concepts within a course through case studies, computational modeling and its validation through experimental data analysis. Within a given undergraduate course in engineering, the traditional approach is to cover the fundamental concepts and their applications in problem solving and design. However, often some advanced concepts pertinent to the course material cannot be included in great details due to the restrictions on total number of credit/teaching hours. The exposure to such advanced material is considered very important for establishing a broader appreciation of the relevance of the course material and potentially instilling an interest in successive classes and, most importantly, research projects. The project described in this paper has focused in the development of learning modules which can be used in various courses to introduce advanced topics, analyses and applications related to the fundamental course content. In this paper the development, implementation and assessment of two modules which feature enhanced content is presented. One module has been designed to be used as a tutorial on rotor dynamics and has been embedded in an introductory course on mechanical vibrations. The second is a module being developed for introducing the static and dynamic characterization of viscoelastic polymers. This module will be associated with an advanced mechanics of materials course, as well as the course on vibrations. These two separate concepts/topics are not formally a part of the undergraduate level courses but the underlying concepts can be easily related to the associated course learning outcomes. Such modules can, furthermore, be modified and used with various other courses as assignments and/or as a pre-requisite to a given case study. These modules can also be used for training and support of undergraduate researchers.
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Dalmon, Danilo L., Anarosa A. F. Brandao, Seiji Isotani, and Leonidas O. Brandao. "Work in progress — A framework for building Interactive Learning Modules." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142813.

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Linda, Vu, Ying Xie, and Meng Han. "Designing Visually Interactive Learning Modules to Promote Students’ Critical Thinking in Mathematics." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658568.

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Limniou, Maria, and Rosie Mansfield. "Traditional learning approach versus gamification: an example from psychology." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7912.

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Teaching research methods and statistics in Psychology is a known pedagogic challenge due to students’ varied mathematical aptitude, prior knowledge and attitudes towards modules. The aim of this investigation was to study student perspectives of an interactive learning approach for the first year practical class of a “Research Methods and Statistics” psychology module based on problems and games. The approach was developed by integrating problem-based learning and games supported by Kahoot and PollEverWhere (Web 2.0 applications). Two groups of first year psychology students (20 persons per group) attended practical classes based on an interactive and a traditional approach but following a different attending order (1. interactive and 2. traditional approach or vice versa) and completed two online surveys. Overall, the interactive approach was perceived to significantly improve student learning experience by promoting active and collaborative learning though the use of real research study applications and formative feedback.
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Nasri, Ibrahim, and Ridha Ennetta. "Determination of resonance frequency and estimation of damping ratio for forced Vibrations modules using remote lab." In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011120.

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Jiang, Zhaoshuo, Chengyin Liu, and Alec Maxwell. "MOBILE LEARNING MODULES WITH INTERACTIVE REMOTE SHAKE TABLE LABORATORY FOR INSTRUCTION IN ENGINEERING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2160.

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