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With the proliferation of new technologies such as social media, microblogs, online references, multimedia, and interactive teaching tools, the learning environment has changed drastically in the past several years. However, some- times too many aids may detract from the learning outcomes and performance. This paper summarizes research on the effect of interactive tools on student learning, and describes our experiences teaching mathematics for pre-university students in a new design-centric university established in collaboration with MIT. We have adopted a unique classroom setting with different pedagogical techniques, and described the educational impact of student learning preferences and interactive learning tools. The impact of this study can provide guidelines on how interactive learning can be integrated in small classes.
Microblogging
Interactive Learning
Computer aided instruction
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This article discusses the technology of interactive teaching in primary education.On this case, different research methods and analyses were conducted on interactive technology. In primary schools, interactive technologies alogn with interactive technology has been pointed out both with theoretical and practical views. Outcomes and shortcomings of the issue were stated by the author of the research.
Interactive Learning
Primary (astronomy)
Technology education
Interactive media
Interactive video
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Interactive Learning
Interactive video
Interactive media
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Computer-Assisted Instruction
Peer evaluation
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Interactive media
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Virtual labs are popularized as a visual education tool that offers diverse analysis of experiments through different components like graphics mediated animations, mathematically modeled simulations, user-interactive emulations, remote-triggered experiments and the use of augmented perception haptic devices. With the advances in ICT-based education, virtual labs have become a novel platform that helps users to engage in their proactive learning process. Our goal was to analyze the effective role of biotechnology virtual labs in improving academic performance of students and complementing classroom education. We tested the adaptability, perceived usefulness and ease of use of biotechnology virtual labs on different user groups in sciences and engineering. This study focuses mainly on the student and teacher groups from different universities across India. Feedback data was collected via a direct approach using organized workshops conducted in the year 2014-2015. 85% of participants suggested perceived usefulness of biotechnology virtual labs helped them to improve their academic performance compared to a traditional classroom scenario. Most users indicated the learning materials provided by virtual lab system were easy to understand, thus suggesting the better adaptability of ICT-enabled techniques amongst different users. This augments the role of virtual labs for remote learners all over the world. For India, such learning methods have helped overcome limitations seen in classroom-based education such as equipment accessibility, location and other economic issues. Through these studies, we construe the usage of virtual labs as a next-gen interactive textbook and as a media-rich learning source of distance and blended education.
Adaptability
Virtual lab
Virtual Laboratory
Virtual learning environment
Instructional simulation
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Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Interactive Learning in Engineering Education Abstract Incorporating active/cooperative learning into traditional instruction can be a useful pedagogical tool to help students collectively work on a project inside and outside of class time. They can also be held responsible to finish the work if they don't show enough interest to complete the tasks. The learner-centered pedagogy of incorporating projects into formal instruction is assessed and some observations pertaining to this experience are cited. To achieve this goal, a design project is chosen at the beginning of the course in order to motivate and verify/go over course content and to make students work in teams. The experience will be measured by student's responses to a survey and their ability to complete a wide variety of tasks related to the subject matter. Introduction We decided to introduce Active/Cooperative Learning techniques in engineering education to engage and motivate students in the learning process inside and outside of class time. To achieve this goal, design projects designed to make students work in teams are assigned during the course of the semester. Active learning techniques are not new [1-7]. On the other hand, its support for teaching at the university level has been a hot topic of research in recent years [8-19]. According to Bonwell and Eison, Active Learning is described as follows: "When using active learning students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis, evaluation." [4]. According to Johnson, Johnson, and Smith, Cooperative Learning is described as follows: "Is an instructional paradigm in which teams of students work on structured tasks (e.g., homework assignments, laboratory experiments, or design projects) under conditions that meet five criteria: positive interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and regular self-assessment of team functioning. Many studies have shown that when correctly implemented, cooperative learning improves information acquisition and retention, higher-level thinking skills, interpersonal and communication skills, and self- confidence." [6]. Regardless of the subject matter, research has shown that active/cooperative learning is an effective teaching technique compared to using traditional instruction alone such as lectures. By using Active/Cooperative Learning techniques students seem to, 1) learn more material, 2) remember the information longer, 3) enjoy the subject matter more, 4) establish peer relationship and 5) have near perfect attendance. So, instead of the students learning on their own, now, students learn in the classroom with the help of the instructor and other students; outside of the classroom they must work together in groups and individually be held accountable for completion of the tasks.
Subject matter
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STUDENTS PERCEPTION OF EDUCATIONAL ACTIVITIES USING THE ONLINE TOOL "MENTIMETER: INTERACTIVE PRESENTATION SOFTWARE" - E-LEARNING PLATFORMS
Presentation (obstetrics)
Educational software
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