Relevant bibliographies by topics / Interactive methods of teaching

Contents

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

Academic literature on the topic 'Interactive methods of teaching'

Author: Grafiati
Published: 3 June 2025
Last updated: 13 July 2025

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Journal articles on the topic "Interactive methods of teaching"

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Sultanova, Muxabbat Shamsiyevna, and Firuza Subhonovna Mardanova. "SOME INTERACTIVE METHODS OF LEARNING FOREIGN LANGUAGES." International journal of word art 5, no. 2 (2022): 31–35. https://doi.org/10.5281/zenodo.6633963.

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This article discusses the interactive method, which is one of the most effective methods in foreign language teaching system. The interactive teaching method increases motivation in learning foreign languages, making students feel more comfortable in the learning process. In addition, all the methods and techniques discussed in this article develop communication skills, teach to work in a team and listen to each other, as well as contribute to solving a specific pedagogical problem. Based on the material presented, we concluded that an interactive teaching method encourages the learning of foreign languages, teaches teamwork, and develops communication skills. In addition, this conclusion is confirmed by examples from our own experience.
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Sahiba, Khojanazarova. "INTERACTIVE METHODS OF TEACHING GEOGRAPHICAL SCIENCES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (2022): 171–74. http://dx.doi.org/10.55640/eijmrms-02-10-32.

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In the article, opinions are expressed about the interactive methods used in the teaching of geographical sciences and its specific features. The fact that interactive methods of teaching geography help to increase the creative, cognitive and educational activity of students is methodologically based on the practice of passing the topic "Natural resources of the Republic of Uzbekistan".
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Adrian Ștefan, Gheorghiță. "Interactive teaching methods." Annals of the ”Dunarea de Jos” University of Galati. Fascicle II, Mathematics, Physics, Theoretical Mechanics 47, no. 2 (2024): 55–63. https://doi.org/10.35219/10.35219/ann-ugal-math-phys-mec.2024.2.04.

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A., Negmatova Khamrakulova Gulzade Azimzhanovna. "INTERACTIVE TEACHING METHODS." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 3 (2023): 458–63. https://doi.org/10.5281/zenodo.7784414.

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Mukhtoralieva, M. A. "Interactive Educational Methods in Teaching Pedagogical Theory." Current Research Journal of Pedagogics 6, no. 1 (2025): 5–8. https://doi.org/10.37547/pedagogics-crjp-06-01-02.

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This article explores the role and effectiveness of interactive educational methods in teaching pedagogical theory. It highlights the significance of active learning strategies, which promote student engagement and foster deeper understanding of theoretical concepts in pedagogy. The article discusses various interactive teaching techniques such as group discussions, case studies, role-playing, simulations, and collaborative projects, emphasizing their ability to enhance critical thinking, problem-solving skills, and the application of theoretical knowledge in real-life contexts. The author argues that interactive methods not only improve student motivation and participation but also contribute to the development of essential professional competencies in future educators. The article also examines how these methods help bridge the gap between theory and practice, making learning more dynamic and relevant. Overall, it stresses the importance of integrating interactive approaches into pedagogical theory courses to improve teaching quality, increase student satisfaction, and better prepare learners for practical teaching challenges.
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Shamsievna, Isamova Pakiza. "Interactive Teaching Methods in Russian Language Lessons." Journal of Social Sciences and Humanities Research Fundamentals 5, no. 5 (2025): 89–92. https://doi.org/10.55640/jsshrf-05-05-22.

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The article discusses one of the approaches to modernizing education based on competencies, namely through the use of interactive forms of learning. Mastery of interactive learning technology contributes to the development of qualities in students that meet the requirements outlined in the new generation of state educational standards.
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Turopova, Lola S. "INTERACTIVE METHODS OF TEACHING A FOREIGN LANGUAGE." International Journal Of Literature And Languages 03, no. 05 (2023): 35–41. http://dx.doi.org/10.37547/ijll/volume03issue05-08.

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The main theme of the legal reforms implemented in our country today is the measures aimed at the spiritual and educational development of young people and the creation of all conditions for them to become worthy children of our country in the future. It is necessary to emphasize that the works being carried out in this matter and the adopted legislative documents are mainly aimed at protecting young people from moral threats and dangerous information and establishing legal foundations that encourage them to become perfect human beings. In today's rapidly developing era of information exchange, it is important to protect the minds of people, especially children, from dangerous information, to provide them with correct and grounded information as much as possible, and to ensure that our youth use only information that is compatible with the mentality of the Uzbek people. is one of the main goals of our state.
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Chasteen, Stephanie, Edward Prather, and Rachel Scherr. "Embracing interactive teaching methods." Physics Today 77, no. 4 (2024): 30–36. http://dx.doi.org/10.1063/pt.bsuj.pghf.

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Egamberdiyeva, Iroda Abduraximova Moxirabonu Odiliva Iroda. "INTERACTIVE METHODS IN TEACHING ENGLISH." ACADEMIC RESEARCH IN MODERN SCIENCE 2, no. 13 (2023): 103–6. https://doi.org/10.5281/zenodo.7858539.

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This article provide information about interactive learning - a modern way of learning, which consists in the interaction of all participants in the educational process: teachers and students. Today we should talk about the use of interactive methods of training, which encourage interest in the profession; promote the efficient acquisition of training material; form patterns of conduct; provide high motivation, strength, knowledge, team spirit and freedom of expression; and most importantly, contribute to the complex competences of future specialists. 
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Kamolidinovna, Sayfiyeva Komila. "MODERN AND INTERACTIVE METHODS OF TEACHING LEGAL ENGLISH." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (2021): 190–94. http://dx.doi.org/10.37547/philological-crjps-02-12-36.

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Teaching legal English has become in demand in the opportunities for those professionals who know English due to globalization, strengthening of economic ties of Uzbekistan with foreign countries and the connection with the expansion of strengthening at a good level. English teachers should help to the development of skills that will help law students to become competitive. Teaching legal English is a complicated but interesting process. When deciding to teach this sublanguage, it should be borne in mind that there are several modern and interactive methods. Teaching legal English to students requires using them in lessons in order to be effective and efficient at the same time. Various activities of these methods are used by teachers with the aim of teaching in deeper perspective.
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Dissertations / Theses on the topic "Interactive methods of teaching"

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Roienko, L. V. "Using interactive methods in ESP teaching." Thesis, Одеський національний університет імені І. І. Мечникова, 2020. https://er.knutd.edu.ua/handle/123456789/16225.

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The article describes modern pedagogical technologies and approaches which are used in ESP teaching. The practical methods of active teaching English for Specific Purposes students of economic specialities have been analysed in the article. The issue of the main activities and approaches for improving ESP teaching has been covered in the article.<br>У статті описані сучасні педагогічні технології і методи, що використовуються при викладанні іноземної мови фахового спрямування. У статті мова йде про головні види діяльності для удосконалення процесу викладання іноземної мови фахового спрямування.
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Berkutova, T. I., V. V. Vrakina, and V. B. Makarov. "Interactive methods in teaching foreign languages." Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38034.

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Zozulia, I. Ye, and І. Є. Зозуля. "Methods and techniques used in Ukrainian language teaching interactive technologies (practical experience)." Thesis, Leipzig University, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/23179.

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Froeschle, Chad. "Identification of effective teaching strategies and methods that foster interaction via interactive television." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999froeschlec.pdf.

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Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.

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Aleksandar, Kavgić. "Interaktivna nastava korpusne lingvistike na diplomskim akademskim studijama anglistike: teorijski, metodološki i praktični aspekti." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=91544&source=NDLTD&language=en.

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Ova disretacija bavi se korpusnomIZ lingvistikom, ali iz perspektive teorijskihmetodolo&scaron;kih i praktičnih aspekatakoncipiranja kursa korpusne lingvistike kojije utemeljen na principima interaktivnenastave. Glavni cilj ovog istraživanja jesteda se u njemu formuli&scaron;u principiprojektovanja interaktivnih kurseve koji suusklađeni sa sadržajima studijskih programai sadržaja ostalih kurseva, ali i koji supedago&scaron;ki efikasni i orijentisani na studenta.Drugi cilj istraživanje jeste da se u skladusa ovim principima koncipira kurs korpusnelingvistike koji je optimalno prilagođenuvođenju korpusne lingvistike i interaktivnenatave na diplomske akademske studijeanglistike u Srbiji. Treći cilj istraživanja jeda proveri inicijalnu hipotezu da će kurskorpusne lingvistike projektovan u skladu saprincipima koncipiranja interaktivne natave isproveden u hibridnom okruženju bitisuperioran u odnosi na kurs istih sadržaja alisproveden isključivo primenomtradicionalnih metoda nastave.<br>This thesis deals with corpus linguistics, butAB from the point of view of theoretical,methodological and practical aspects ofdesigning a course in corpus lingusiticswhich is based on the principles ofinteractive teaching and learning. The mainaim of the research is to formulate principlesof designing interactive courses which arealligned with curricula and syllaby, butwhich are also pegogically efficient andstudent-friendly. The secondary aim is todesign a course in accordance with theseprinciples which is optimally suitable forintroducing corpus linguistic and interactiveteaching methods to MA studies of Englishlanguage and linguistics in Serbia. The thirdaim of the research is to test the initialhypothesis that a course designed in accordance with interactive principles of course design and realized as a hybrid course will be superior to the same course based entirely on traditional teaching methods.
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Алексенко, Ольга Василівна, Ольга Васильевна Алексенко, Olha Vasylivna Aleksenko та Л. В. Бобрун. "Реалізація інтерактивних засобів навчання для дисципліни "Інформатика"". Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/6217.

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Gellman, Gregg W. "Using web-based interactive multimedia to supplement traditional teaching methods : a pilot program for medical training of non-medical personnel /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FGellman.pdf.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 2005.<br>Thesis Advisor(s): Rudolph P. Darken, Samuel E. Buttrey. Includes bibliographical references (p. 142-143) Also available online.
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Sjönvall, Josefin. "Interactive Whiteboards : English teachers’ integration of the IWB in English Language Teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43386.

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The interactive whiteboard is a fairly recent technical device, which has become an increasingly important teaching aid. The interactive whiteboard is supposed to have a positive impact on English Language Teaching, due to its interactivity and the unlimited opportunities it creates for language teaching. However, findings still show that the interactive whiteboard is used more as a traditional whiteboard to write and show information on rather than as an interactive teaching and learning device. This study seeks to investigate English language teachers’ integration of the IWB in ELT. A qualitative approach was used to collect data for this study. Four English Language Teachers at a lower secondary school in southern Sweden were interviewed. The result from this study shows similarities to previous research. The decisive factors for the participants’ incorporation of the IWB in ELT, such as attitude, knowledge and time, were comparable to previous studies. The result also implies that the participants saw the interactive whiteboard as a useful tool in English Language Teaching and as a regular part of their teaching. Nevertheless, there was a desire among the teachers to learn more about the interactive whiteboard and its possibilities and also to develop their skills in order to improve their teaching and the pupil's language proficiency. Although the teachers in the study used the interactive whiteboard frequently and interactively, the result shows that the most frequent usage was to display information non-interactively.
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Abachi, A. "Investigating translation teaching methods through classroom interaction analysis : a case-study of Arabic-English teaching situation." Thesis, University of Salford, 1988. http://usir.salford.ac.uk/26485/.

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The purpose of this study is to investigate translation teaching methods as practised in the classroom. Its content falls into two parts. Part One is a review of literature on translation teaching in general in which the main issues, such as the formal academic training of translators, are identified and the curriculum content described (Chapter 1). This is followed by a review of the theoretical aspects of translation teaching methods and their relation between language studies and translation theory (Chapter 2), the main purpose of which is to gain an overall understanding of the mechanism of translation and its techniques so as to facilitate the execution of the research. Part Two is the design of the research and its execution. The research is data-based. The data are tape-recorded translation lessons collected from 3 different classes in three different universities. A background to the procedure adopted for data-collection, the subjects who participated in this study, and the Sinclair system of classroom interaction analysis which was applied to the data are described in Chapter 3. This is followed by the application of Sinclair's system to the data on the basis of which a coding system was set up (Chapter 4). The data analysis revealed the existence of three different translation methods; namely the grammatical, the text-linguistic and the interpretive. The characteristics of each method are described and their implications analysed (Chapter 5). The thesis ends with a critical assessment of translation teaching in general and translation teaching methods in particular and proposes guidelines for an experiment for a unified teaching method.
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Books on the topic "Interactive methods of teaching"

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1939-, Klein Hans Emil, and World Association for Case Method Research & Application., eds. Teaching and interactive methods: With cases, simulations, and games. WACRA - World Association for Case Method Research & Application, 1995.

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1939-, Klein Hans Emil, World Association for Case Method Research & Application., and International Conference on Case Method Research and Application (11th : 1995 : Montréal, Québec), eds. The art of interactive teaching: With cases, simulations, games and other interactive methods. World Association for Case Method Research & Application, 1995.

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1939-, Klein Hans Emil, World Association for Case Method Research & Application., and International Conference on Case Method Research and Application (13th : 1996 : Warsaw, Poland), eds. Interactive teaching and emerging technologies: Case method. World Association for Case Method Research & Application, 1996.

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1939-, Klein Hans Emil, and World Association for Case Method Research & Application., eds. Interactive teaching & learning: Case method & other techniques. WACRA - World Association for Case Method Research & Application, 1997.

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Kashlev, Sergey. Interactive learning technology. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education.&#x0D; Meets the requirements of the federal state educational standards of higher education of the latest generation.&#x0D; For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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Julio, Susan. Interactive Bible bulletin boards: Spring. Rainbow Publishers, 1999.

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Klein, Hans Emil. Interactive teaching and the multi media revolution: Case method & other techniques. World Association for Case Method Research & Application, 1999.

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K, Thornton Ronald, and Educational Resources Information Center (U.S.), eds. FIPSE Interactive Physics Project (October 1989-August 1993): Final report. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1993.

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Sharp, Stephen. A new look at the interactive writing classroom: Methods, strategies, and activities to engage students. Rowman & Littlefield Education, 2011.

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Lipson, Marjorie Y. Assessment and instruction of reading and writing difficulties: An interactive approach. 4th ed. Pearson, 2009.

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Book chapters on the topic "Interactive methods of teaching"

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Kamburjan, Eduard, and Lukas Grätz. "Increasing Engagement with Interactive Visualization: Formal Methods as Serious Games." In Formal Methods Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91550-6_4.

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Egorova, Galina I., Natalya I. Loseva, Andrey N. Egorov, Elena L. Belyak, and Olga M. Demidova. "Developing Professional Competences with Interactive Teaching Methods at Tertiary Education." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11473-2_2.

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Hoang, Phuong Nguyen. "Interactive Criteria and Methods for Teaching Foreigners Vietnamese Language Writing." In Atlantis Highlights in Social Sciences, Education and Humanities. Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-396-2_10.

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Shah, Sahil. "Developing a Strategy to Play Monopoly™ Using Mathematical Techniques and Explore Various Analytical Methods." In Supporting Adult Learners through Games and Interactive Teaching. Routledge, 2022. http://dx.doi.org/10.4324/9781003230120-7.

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Carlà, Tommaso, Emanuele Intrieri, Federico Di Traglia, Giovanni Gigli, and Nicola Casagli. "TXT-tool 2.039-3.4 Methods to Improve the Reliability of Time of Slope Failure Predictions and to Setup Alarm Levels Based on the Inverse Velocity Method." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57774-6_39.

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Mainali, Bhesh Raj. "Making Online Mathematics Method Courses Interactive and Effective with OER." In Teaching and Learning Mathematics Online. Chapman and Hall/CRC, 2020. http://dx.doi.org/10.1201/9781351245586-19.

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Mainali, Bhesh Raj. "Making Online Mathematics Method Courses Interactive and Effective with OER." In Teaching and Learning Mathematics Online, 2nd ed. Chapman and Hall/CRC, 2025. https://doi.org/10.1201/9781003398547-24.

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Rüütmann, Tiia. "Analysis of STEM Teaching – Most Common Strategies and Methods Enabling Deep Understanding and Interactive Learning Applied by Graduates of Technical Teacher Initial and Continuing Education Programs in Estonia." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_39.

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Hu, Zhaoguang, Wei Shan, and Hua Jiang. "TXT-tool 4.086-1.1: Landslide Investigations in the Northwest Section of the Lesser Khingan Range in China Using Combined HDR and GPR Methods." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57777-7_32.

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Chassin, Thibaud. "Introduction to Interactive 3D e-Participatory Methods through the Lens of Urban Planning Projects." In The Handbook of Teaching Qualitative and Mixed Research Methods. Routledge, 2023. http://dx.doi.org/10.4324/9781003213277-45.

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Conference papers on the topic "Interactive methods of teaching"

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Alfonsin, Victor, Rocio Maceiras, Ivan Garrido, Leticia Pérez-Rial, Jorge Feijoo, and Miguel Álvarez-Feijoo. "INNOVATIVE TEACHING METHODS USING H5P INTERACTIVE VIDEOS IN THERMODYNAMICS EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1616.

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Abduxafizovna, Abduxafizova. "Interactive Methods of Teaching Students Oral Speech in the Credit Module System." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012684300003882.

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De Silva, D. I., and K. S. N. Athukorala. "Advancing Online Education: An Interactive Framework for Aligning Teaching Methods with Learning Styles." In 2024 International Conference on Innovative Computing, Intelligent Communication and Smart Electrical Systems (ICSES). IEEE, 2024. https://doi.org/10.1109/icses63760.2024.10910891.

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Kaczorowska, Monika, Roman Dmytruk, and Beata Pańczyk. "INTERACTIVE APPLICATION SUPPORTING NUMERICAL METHODS TEACHING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0268.

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Yurtsever, Mehmet, and Eray Tüzün. "Teaching Design Patterns Using Interactive Methods." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2022. http://dx.doi.org/10.24251/hicss.2022.116.

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Israilova, Dilorom. "INTERACTIVE METHODS IN FOREIGN LANGUAGE LESSONS." In MODERN APPROACHES AND NEW DIRECTIONS IN TEACHING FOREIGN LANGUAGES. BOOKMANY PRINT, 2025. https://doi.org/10.52773/tsuull.conf.2025./ktvx5115.

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This article analyzes the importance of using interactive methods to organize foreign language lessons in an interesting and effective way. The author highlights the effectiveness of the teacher's creative approach, the use of various game styles and innovative methods during the lesson in the formation of communicative competence. Interactive exercises, visual methods and dialogue-based approaches are presented to consolidate knowledge, develop oral speech, and increase student activity. Also, methods for correcting errors during the lesson, question-and-answer techniques, and recommendations for increasing speech activity are given. The author emphasizes that modern technologies are an important basis for developing students' communicative competence in the process of teaching a foreign language.
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FEȚANU, Elisa Ioana. "Successful interactive methods in teaching mathematics lessons." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p246-251.

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That article examines some interactive methods effectively applied in the teaching-learning process. The teaching-learning methods specific to mathematics are presented. Concrete examples illustrating the practical implementation of the respective methods are examined. The advantages of the respective methods are highlighted.
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Li, Jingtao, Yiming Zhao, and Lei Shi. "Interactive Teaching Methods in Information Security Course." In 2009 International Conference on Scalable Computing and Communications; Eighth International Conference on Embedded Computing. IEEE, 2009. http://dx.doi.org/10.1109/embeddedcom-scalcom.2009.94.

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Kharatova, Shakhlo, and Gulorom Tulaboeva. "Some interactive methods of teaching module system." In 2021 ASIA-PACIFIC CONFERENCE ON APPLIED MATHEMATICS AND STATISTICS. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0090529.

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FEȚANU, Bogdan Anton. "Successful interactive methods in teaching biology lessons." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p239-245.

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This article presents a pedagogical approach to the teaching-learning activity, based on interactivity, cooperation and creativity. Such an approach can be implemented through the project strategy. STEAM projects aim to promote and use teaching methods based on inquiry and direct analysis, to involve students directly, but also by presenting career models in the field, so that students find a model they want to- it follows him into adult life. Projects must be designed with the end goal in mind, to ensure its success: what students need to know and what students need to be able to do. At the same time, themes are described in which the STEAM project can be applied to the biology discipline.
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Reports on the topic "Interactive methods of teaching"

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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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Buurman, Gary B., and Stuart Birks. An Interactive Group Teaching Method to Convey Economic Concepts. The Economics Network, 2002. http://dx.doi.org/10.53593/n159a.

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BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Hill, Jr, Kim Randall W., Zbylut Julia M., et al. Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada479693.

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Alimukhamedova, Nargiza, Jushkinbek Ismailov, and Laziza Abdullaeva. Small intervention, Big impact: Experimental Evidence on Behavioral Change Towards Rational Use of Water and Energy in Uzbekistan. TOSHKENT SHAHRIDAGI XALQARO VESTMINSTER UNIVERSITETI, 2025. https://doi.org/10.70735/czld5460.

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Despite the urgency of water and energy issues in Uzbekistan, a lack of public awareness about environmental challenges and resource conservation remains a significant obstacle. Current green transition initiatives mostly adopt a top-down approach, focusing on producers (supply side) rather than addressing resource inefficiencies at the household level, representing the largest consumer group. School-based educational programs integrating behavioral interventions and interactive teaching methods significantly improve students' water and energy-saving behaviors, with a spillover effect on households. Educational interventions based on behavioral change methods are scalable. They can provide a practical pathway to complement Uzbekistan's national sustainability goals by addressing resource inefficiencies at the household and community level.
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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Babenko, Vitalina O., Roman M. Yatsenko, Pavel D. Migunov, and Abdel-Badeeh M. Salem. MarkHub Cloud Online Editor as a modern web-based book creation tool. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3858.

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The main criterion for the competitiveness of a teacher or expert in the field of science is a good ability to present their knowledge to students in an interactive form without spending a lot of time in preparation. The purpose of the study is to analyze modern editors to create educational information content in the modern educational space and to present a modern tool for creating web books based on the latest IT technologies. Modern editors of web material creation have been analyzed, statistics of situations on mastering of knowledge by listeners, using interactive methods of information submission have been investigated. Using the WYSIWYG concept and analyzing modern information tools for presenting graphic material, an effective tool for teaching interactive web material was presented. An adapted version of the MarkHub online editor based on cloud technologies is presented. Using MarkHub cloud-based online editor for the unified development of educational content can significantly increase the author’s productivity in the content creation process. At the same time, the effects of reducing the time spent on formatting the external presentation of the content, making synchronous changes to different versions of the content, tracking the versions of the content, organizing remote teamwork in the network environment are achieved.
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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