Journal articles on the topic 'Active learner'
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Statti, Aubrey L. C. "Learner-Active Technology-Infused Classroom." International Journal of Smart Education and Urban Society 12, no. 1 (January 2021): 30–44. http://dx.doi.org/10.4018/ijseus.2021010103.
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With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and collaboratively, to use technology seamlessly as a tool for learning, to set goals, manage projects, assess progress, and identify their own resources for learning. In the midst of the COVID-19 global crisis and its tremendous impact on learning, this article first reviews the original case study of a 3rd-grade LATIC and then further discusses the potential for incorporating these concepts into online and homeschool education.
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ROSENBERG, STEVEN, MARY CLARK, JANET FILER, SUSAN HUPP, and DEANA FINKLER. "Facilitating Active Learner Participation." Journal of Early Intervention 16, no. 3 (July 1992): 262–74. http://dx.doi.org/10.1177/105381519201600306.
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Wang, Zizhe, and Hailong Sun. "Teaching Active Human Learners." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 7 (May 18, 2021): 5850–57. http://dx.doi.org/10.1609/aaai.v35i7.16732.
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Teaching humans is an important topic under the umbrella of machine teaching, and its core problem is to design an algorithm for selecting teaching examples. Existing work typically regards humans as passive learners, where an ordered set of teaching examples are generated and fed to learners sequentially. However, such a mechanism is inconsistent with the behavior of human learners in practice. A real human learner can actively choose whether to review a historical example or to receive a new example depending on the belief of her learning states. In this work, we propose a model of active learners and design an efficient teaching algorithm accordingly. Experimental results with both simulated learners and real crowdsourcing workers demonstrate that our teaching algorithm has better teaching performance compared to existing methods.
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Tran, Alasdair, Cheng Soon Ong, and Christian Wolf. "Combining active learning suggestions." PeerJ Computer Science 4 (July 23, 2018): e157. http://dx.doi.org/10.7717/peerj-cs.157.
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We study the problem of combining active learning suggestions to identify informative training examples by empirically comparing methods on benchmark datasets. Many active learning heuristics for classification problems have been proposed to help us pick which instance to annotate next. But what is the optimal heuristic for a particular source of data? Motivated by the success of methods that combine predictors, we combine active learners with bandit algorithms and rank aggregation methods. We demonstrate that a combination of active learners outperforms passive learning in large benchmark datasets and removes the need to pick a particular active learner a priori. We discuss challenges to finding good rewards for bandit approaches and show that rank aggregation performs well.
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Ndihokubwayo, Kizito, Jean Uwamahoro, and Irénée Ndayambaje. "Assessment of Rwandan physics students’ active learning environments: classroom observations." Physics Education 57, no. 4 (May 12, 2022): 045027. http://dx.doi.org/10.1088/1361-6552/ac69a2.
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Abstract Science teaching in general and physics teaching in particular often fail to meet the challenges of motivating and engaging learners. Consequently, students do not adequately understand concepts, leading to the poor acquisition of expected practical skills. In response to this need, we conducted a study to document physics teachers’ instructional practices and students’ learning environments in Rwandan secondary schools. We used the Classroom Observation Protocol for Undergraduate STEM to collect data. For three months, we observed 34 geometric optics lessons for nine Senior-4 Physics teachers and 28 physical optics lessons for seven senior-5 Physics teachers. The results indicate that learner-learner active engagement during group work takes 19% of a 2 min time interval. In comparison, learner-teacher active engagement during teacher guide and questioning take 36.8% and 46.5% of a 2 min time interval, respectively. How teachers and students spend time on each classroom activity was analysed, and recommendations for student engagement were also discussed.
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.
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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
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Middleton, Andrew. "Audio Active." International Journal of Mobile and Blended Learning 3, no. 2 (April 2011): 31–42. http://dx.doi.org/10.4018/jmbl.2011040103.
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This paper challenges the dominant perception evident in the literature that mobile podcasting is primarily a medium for knowledge transmission. It describes why and how mobile audio learning can be facilitative, active and integrated, and how it can involve diverse voices, including those of students, in ways that usefully disrupt didactic pedagogy. Audio is described as an active learning environment, capable of supporting connection to the real world around education in which students are able to act as autonomous learner-gatherers. The paper responds to concerns raised by Ciussi, Rosner, and Augier (2009) that some students are disinterested in podcasting and uses a scenario-based design methodology (Carroll, 2000) to describe and evaluate six innovative applications. It concludes that mobile audio can be understood as an active medium capable of richly and meaningfully engaging learners.
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Zhang, Qingjiu, and Shiliang Sun. "Multiple-view multiple-learner active learning." Pattern Recognition 43, no. 9 (September 2010): 3113–19. http://dx.doi.org/10.1016/j.patcog.2010.04.004.
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Fynn, Angelo. "APPRECIATIVE INQUIRY OF A MENTORING PROGRAMME IN SOWETO." New Voices in Psychology 10, no. 1 (November 15, 2017): 84–95. http://dx.doi.org/10.25159/1812-6371/3418.
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Education support services are aimed at addressing learner well-being holistically. Learner performance is linked to sufficient psychological, medical and social support. This study was an evaluation of a non-governmental organisation aimed at providing learners with psycho-social support and used the application of an Appreciative Inquiry approach. An Appreciative Inquiry approach is a method for generating change within an organisation by looking at what works in the organisation and facilitating active participation. The main findings from this study were that the programme seems to have positively affected learners’ performance both academically and behaviourally; the programme was perceived to have raised the general standard of academic performance at the school.
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Patra, Dr Swarna M., Dr Karthik Shastry, and . "Effective Teaching for Millennial Learner." Journal of Engineering Education Transformations 35, no. 4 (April 1, 2022): 129–36. http://dx.doi.org/10.16920/jeet/2022/v35i4/22112.
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Abstract : Learning is a holistic process that involves several key components based on two-way interaction and transfer of knowledge between the learner and surroundings. Given the developments in technology and pandemic situation, finding the right mix of traditional and new learning styles is paramount. Traditional teaching and learning process have failed to create the necessary connect among the millennial learners. Therefore, a judicial use of traditional teaching techniques with the relevant technology will make for an effective tool in converting the millennial student into an active learner. Active learning approach is the first step in making learning an organic process. This approach will not only foster exchange of ideas among peers through discussions, case studies and role plays, but also cater to individual learning styles. The outcome of employing such an approach will promote higher order thinking skills, engaging in deep learning, and facilitate better transfer of knowledge. As there is no standard protocol to follow in technical higher education teaching, this concept paper is the first step in incorporating learner centric teaching that can bring better congruity and consistency in specific higher education fields. Keywords : Active learning; Blended learning; Experiential learning; Information communication technology; Millennial learner
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Poole, Karen. "A flipped classroom approach to teaching search techniques for systematic reviews to encourage active learning." Journal of Information Literacy 15, no. 1 (January 11, 2021): 68. http://dx.doi.org/10.11645/15.1.2847.
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This project report describes the rationale for moving a one-shot library teaching session on advanced searching for systematic reviews to a flipped classroom approach (e-learning ahead of face-to-face teaching) and the process this took. It examines the e-learning and active learning elements designed to support learners engage with challenging threshold concepts including subject headings. Learner feedback during, immediately at the end of each session, and in response to a follow-up impact survey is considered. Overall, learner feedback on the flipped classroom was very positive and teachers reported improved learner outcomes (formative in-class informal assessment). Areas identified for development are presented. The report extends the body of research on the use of the flipped classroom in information literacy and provides evidence that active learning techniques can be successful in increasing learner engagement and achievement even in a one-shot setting.
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SHIELD, LESLEY, LAWRENCE B. DAVIES, and MARKUS J. WEININGER. "Fostering (pro)active language learning through MOO." ReCALL 12, no. 1 (May 2000): 35–48. http://dx.doi.org/10.1017/s0958344000000513.
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The Internet allows the language learner myriad opportunities to consult authentic sources and to practise using the target language with native speakers and other learners both synchronously and asynchronously. The current paper describes the design, development and implementation of language learning activities using text-based virtual reality or MOO (Multi-User Domain Object Oriented) in conjunction with the World Wide Web. The underlying purpose was to promote active, autonomous learning behaviours by enabling geographically distributed language learners to work with native- and non-native speakers of the target language on an engaging and motivating task with a concrete and meaningful outcome.
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Bahgat, Mohamed, Ashraf Elsafty, Ashraf Shaarawy, and Tamer Said. "FIRST Framework Design and Facilitate Active Deep Learner eXperience." Journal of Education and Training Studies 6, no. 8 (July 4, 2018): 123. http://dx.doi.org/10.11114/jets.v6i8.3337.
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Over the past decades, Learning & Development has become an area of growing interest and constant research. As a result, there is an abundance of studies and models that target the development of educators. However, the professional development of educators should be built on a comprehensive framework of research-based instructional strategies that help train them on how to understand, experience, practice and leave a sustainable impact on learners. This paper presents our own “FIRST Framework”, a holistic framework designed on the basis of renown models and theories, such as: experiential learning; Gamification and game-based learning; facilitative learning, 6Ds model, positive psychology, experience economy and neuroscience. It is an engaging framework that helps educators bridge theory and practice to create high-quality learning environment in their classrooms. FIRST Framework consists of 5 domains with 15 principles that help leave sustainable impact on learners through promoting Active Deep Learner Experience.
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Abrams, Zsuzsanna I. "Sociopragmatic Features of Learner-to-Learner Computer-Mediated Communication." CALICO Journal 26, no. 1 (January 14, 2013): 1–27. http://dx.doi.org/10.1558/cj.v26i1.1-27.
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The present study offers a holistic and rich description (as recommended by Ellis, 1999b) of the sociopragmatic features of exchanges among first-year learners of German. Specifically, it examines the use of opening and closing sequences, patterns of topic assignment, and maintenance by participants in computer-mediated interactions in order to gain insights into learners' sociopragmatic abilities in the foreign language. This is an important first step towards exploring the potential of computer-mediated communication (CMC) for fostering foreign language (L2) sociopragmatic competence, which--Kasper (1998) posited--may be developed only through practice and awareness raising. The results of the present study suggest that computer-mediated learner-to-learner interac-tion offers L2 learners unique opportunities for active control of topic selection and management and provides rich opportunities for learners to recognize and adapt to diverse interactional patterns through collaboration among the interactants. Thus, the study furthers the argument that through meaningful participation in different speech communities--here, CMC communities--L2 learners may develop the procedural knowledge (Wildner-Bassett, 1994) necessary for recognizing the interac-tional patterns of a microlevel speech community (e.g., an online discussion group) and for adapting their discourse effectively to function in these speech communities.
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Saeed, Murad Abdu, Mohammed Abdullah Alharbi, and Amr Abdullatif Yassin. "Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University." Sustainability 13, no. 24 (December 10, 2021): 13675. http://dx.doi.org/10.3390/su132413675.
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The sudden transition to online learning during the COVID-19 pandemic has been challenging for many learners and teachers due to the fact that most universities suddenly shifted to online learning without providing adequate time for preparing and training teachers and learners in using interactive educational technologies. Such challenges are even more pronounced for language instructors in cultivating and sustaining interactions among learners, especially in writing courses that demand active engagement and interactions. Therefore, this study focused on what and how a writing instructor did through technology in creating an interactive writing environment for KSA learners joining five online writing courses and how learners perceived interactions and identifies the major factors affecting their perceptions. The data were collected from multiple sources: WhatsApp chats, Google Docs chats and comments, screencast recorded discussions, students’ texts, and their responses to an electronic (e-) survey as well as follow-up interviews. The study revealed that in connecting Google Docs to the Blackboard Collaborate Ultra, the instructor engaged learners in multidirectional and multimodal interactions and text writing and revising. The WhatsApp group was also used for individual learner-learner and learner-teacher interaction illustrating support and consultation-seeking behaviors of learners beyond the online classroom time. The learners’ perceptions of technology-mediated interactions (overall, learner-learner and learner-teacher) in the online writing courses were at high levels, though such perceptions varied according to several factors, including socio-demographic characteristics. The study concludes by offering useful pedagogical and research implications.
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Markina, Elena, and Alba Garcia Mollá. "The effect of a teacher-centred and learner-centred approach on students' participation in the English classroom." Bellaterra Journal of Teaching & Learning Language & Literature 15, no. 3 (October 19, 2022): e1007. http://dx.doi.org/10.5565/rev/jtl3.1007.
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In this paper, we addressed the concept of classroom participation and the way it is affected by a traditional teacher-centred (TC) approach and a more innovative learner-centred (LC) approach which uses the principles and strategies of active learning and cooperative learning to engage students in the learning process. The study was carried out in a public secondary school in Spain with two groups of learners of English (n=54). The analysis of the number of learners on task showed that in the LC sessions learner participation increased by 20 % as compared with TC sessions. We also detected some challenges a teacher might face while implementing learner-centred sessions including the facilitation of equal participation in group work, adequate time allocation for a task, individual and group assessment, and development of learners’ autonomy.
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Stiller, Klaus D., and Annamaria Köster. "Learner Attrition in an Advanced Vocational Online Training: The Role of Computer Attitude, Computer Anxiety, and Online Learning Experience." European Journal of Open, Distance and E-Learning 19, no. 2 (December 1, 2016): 1–14. http://dx.doi.org/10.1515/eurodl-2016-0004.
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Abstract Online learning has gained importance in education over the last 20 years, but the well-known problem of high dropout rates still persists. According to the multi-dimensional learning tasks model, the cognitive (over)load of learners is essential to attrition when dealing with five challenges (e.g. technology, user interface) of an online training (Tyler-Smith, 2006). The experienced load might depend on learner characteristics. The study explored the extent that learners dropping out from a vocational video-based online training about media design for employees of micro, small and medium-sized enterprises differ from working learners’ online learning experience, computer attitude, and computer anxiety. The data were collected from 72 of 128 registered employees who completed a questionnaire before starting the course to analyze differences between the dropout group (submitted no solutions to online training tasks; n = 19) and the active learner group (submitted at least one of 13 task solutions; n = 53). No differences were found in online learning experience, but the dropout group reported more negative attitudes towards computers and a higher level of computer anxiety than the active learner group.
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Phala, Jiratchaya, and Suthida Chamrat. "Learner Characteristics as Consequences of Active Learning." Journal of Physics: Conference Series 1340 (October 2019): 012083. http://dx.doi.org/10.1088/1742-6596/1340/1/012083.
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Sunarta, Sunarta. "Peningkatan aktivitas dan hasil belajar PKn dengan pembelajaran kooperatif tipe jigsaw di kelas 8c SMP Negeri 3 Berbah." Jurnal Civics: Media Kajian Kewarganegaraan 13, no. 2 (December 31, 2016): 151–61. http://dx.doi.org/10.21831/civics.v13i2.12738.
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Classroom Action Research was conducted in class VIII C SMP Negeri 3 Berbah Academic Year 2013/2014 by using Jigsaw cooperative learning approach. This study aims to implement cooperative learning Jigsaw to improve the activity and learning outcomes of students in the subject of Citizenship Education. The method used in this study is a qualitative descriptive analysis. The results of this study indicate that prior to the implementation of the action no activity learners are categorized very active, the active category 5 (22.73%), fairly active 6 (27.27%) and less active 11 (50.00%). After the first cycle are very active category 5 (27.27%), the active category 11 (50.00%), quite active 4 (18.18%) and less active 1 (4.55). And after the second cycle which is very active category 7 (31.82%), the active category 9 (40.91%), quite active 5 (22.73%) and less active 2 (09,09%)). When viewed in the development of mastery learning it before action 9 learners otherwise completed (40.91%), following which the first cycle were 17 (77.27%) students who otherwise completed and after the second cycle students who achieve mastery learning 19 learners (86.36%). During the implementation of the action has been an increase in both, the level of activity and learning outcomes of students. Student activity levels increased along with the lessons learned in the initial group of experts and grouped. With increasing activity of the learner cognitive structure and his memory be better study results also increased
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Liu, Song, Peng Liu, and Yoshiyori Urano. "A Study of Composition/Correction System with Corpus Retrieval Function." International Journal of Distance Education Technologies 11, no. 3 (July 2013): 58–78. http://dx.doi.org/10.4018/jdet.2013070105.
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Practice and research in the composition education that is using computer and network have been more and more active. Through online composition system, a large amount of written texts produced by students and teachers can be collected. This kind of information is called a learner corpus, which is important in second language education because the specific learning situations of learners can be analyzed. However, there is still little effective application on how to utilize the collected learner corpus in pedagogy. In this research, a web based composition/correction system has been constructed. It can not only support online composition submission and correction, but also supply a retrieval function for learner corpus. This function has been combined with another CALL (Computer Assisted Language Learning) drill system to create more effective exercises according to learners’ misuses. This research has proposed a unique mechanism to integrate both construction and application of learner corpus.
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Alqefari, Abdulrahman Nasser. "Spicing up Undergraduate Collaborative Writing Course through Feedback Dialogues." International Journal of Learning, Teaching and Educational Research 21, no. 9 (September 30, 2022): 250–73. http://dx.doi.org/10.26803/ijlter.21.9.15.
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Dialogic feedback, as opposed to unidirectional feedback that positions English language learners as mere receivers, is argued to be effective in promoting learners' self-regulated learning and active roles in feedback interpretation and negotiation. Despite the emphasis on dialogic feedback, empirical research on the how? question related to the processes of dialogues in feedback settings is limited. This paper, therefore, being positioned as part of this dialogic feedback approach, aimed to explore how feedback dialogues on the writing of fifteen pairs of undergraduates joining a writing class in a Saudi Arabia university are constructed. The data was collected from records of oral face-to-face (F2F) dialogues and digital or online written and audio interactions. The dialogues were analysed using an interactional analysis guided by several conceptual frameworks from previous research. Findings illustrated that dialogues are promoted and constructed within a four-dimensional process of cognitive, metacognitive, socio-affective, and structural activities. The assessment questions, hand-written codes and Google Docs-based highlights of errors in learners' drafts played a role in initiating F2F learner-learner dialogues which were extended to teacher-learner dialogues and to online dialogues. The study encourages writing instructors' shift to dialogic feedback in order to foster learners' active engagement with feedback and to motivate them to look for more effective strategies in promoting feedback dialogues with learners.
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Roesler, Rebecca A. "Independence Pending." Journal of Research in Music Education 64, no. 4 (November 24, 2016): 454–73. http://dx.doi.org/10.1177/0022429416672858.
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The purposes of the present study were to identify the teacher behaviors that preceded learners’ active participation in solving musical and technical problems and describe learners’ roles in the problem-solving process. I applied an original model of problem solving to describe the behaviors of teachers and students in 161 rehearsal frames extracted from 43 lessons with five artist-teachers. Results indicate that the number and type of learner problem-solving components varied according to the preceding teacher behavior. The teacher behaviors that most often preceded learner problem solving were varying the specificity of feedback and directives, asking questions, demonstrating contrasting options, stating principles, and refraining from answering learners’ questions.
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Hasan, Md Mahadhi, Md Abdullah Al Younus, Faridah Ibrahim, Mainul Islam, and Md Moinul Islam. "Effects of New Media on English Language Learning Motivation at Tertiary Level." Advances in Language and Literary Studies 11, no. 5 (October 31, 2020): 17. http://dx.doi.org/10.7575/aiac.alls.v.11n.5p.17.
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Different new media tools like Facebook, blogs, wikis, Google docs and YouTube are perceived to have effects on English language (L2) learner motivation at the tertiary level in Bangladesh. However, the effects of new media usage on L2 learner motivation are not defined yet in the context. This study investigates the effects of new media usage on L2 learner motivation at the tertiary level. A qualitative research design is used throughout the study to collect and analyze the data. Data were collected through six Focus Group Discussion (FGD) with 30 tertiary level English language learners from eight universities located in Bangladesh. The findings of the study show that new media usage in English language learning motivates learners immensely, transforms dependent and passive learners into active and autonomous learners, makes them participatory, engaging and enthusiastic in learning, and works as a supplement to the classroom teachings. However, culturally inappropriate and wrong interpretation of some language contents in new media tools demotivates learners. Therefore, the usage of new media tools in enhancing learner motivation needs to be keenly monitored to reduce adverse effects. The study recommends future research to be conducted to assess the negative washback of new media usage affecting L2 learners.
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Sagita, Ivon. "Teacher Talk and Learner Talk in The Classroom Interaction (An Interaction Analysis to an English Language Class at SMP N 2 Sindang)." Wiralodra English Journal 2, no. 1 (February 5, 2018): 98–106. http://dx.doi.org/10.31943/wej.v2i1.27.
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The purpose of this research was to know what teacher talk constitute in classroom interaction, what learner talk constitute in classroom interaction and what percentages of the teacher and learner talk in classroom interaction. The methodology of research used in this research is interaction analysis. An English teacher and whole learners of VII A grade class at SMP N 2 Sindang were chosen as the sample in this research. The class is in the second semester in academic year 2009-2010. In this research the writer applied interview questions for teacher and learners and FIAC (Flanders Interaction Analysis Category). The result of this research showed that teacher more active than learner in the interaction. The teacher generally did most of talking during the lesson. In the available data showed that the teacher used more in indirect influence of FIAC category, they are; accepting feeling, encouragement, accepting or using idea of the learner, and asking question) rather than direct influence (lecturing, giving direction, and criticizing). It is about 49.6% / 16.4 %. Thus the total of teacher talk is 56.4% of the class time. Meanwhile the learners did more response rather than initiation with percentage 30.4% / 12.4% from the total learner talk is 42.8%
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Wang, Victor X., and Leslie Hitch. "Is Active Learning via Internet Technologies Possible?" International Journal of Online Pedagogy and Course Design 7, no. 2 (April 2017): 48–59. http://dx.doi.org/10.4018/ijopcd.2017040104.
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This study addresses the question of whether or not active learning can be taught online. There are many definitions of learning: It is the process and the sum total of acquiring knowledge, skills, attitudes, values, beliefs, and emotions. There is, however, a nuanced definition of active online learning, defined as methods by which learners actively participate in the learning process (e.g., online discussion groups, problem-solving, experimentation, and the like). Theoretical presuppositions such as informal learning, contiguity, reinforcement, repetition, social-cultural principles and andragogy not only guide the assumption that active learning can take place online but also reinforce that active learning may lead to the creation of new knowledge and the skills needed by learners in this current century. This research reveals that technology, used effectively, enhances active learning benefitting the instructor as well as the learner.
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Zou, Di, and Haoran Xie. "Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources." Sustainability 13, no. 11 (May 21, 2021): 5767. http://dx.doi.org/10.3390/su13115767.
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This research discusses the potential of using big data for vocabulary learning from the perspective of learner-generated pictorial annotations. Pictorial annotations lead to effective vocabulary learning, the creation of which is however challenging and time-consuming. As user-generated annotations promote active learning, and in the big data era, data sources in social media platforms are not only huge but also user-generated, the proposal of using social media data to establish a natural and semantic connection between pictorial annotations and words seems feasible. This research investigated learners’ perceptions of creating pictorial annotations using Google images and social media images, learners’ evaluation of the learner-generated pictorial annotations, and the effectiveness of Google pictorial annotations and social media pictorial annotations in promoting vocabulary learning. A total of 153 undergraduates participated in the research, some of whom created pictorial annotations using Google and social media data, some evaluated the annotations, and some learned the target words with the annotations. The results indicated positive attitudes towards using Google and social media data sets as resources for language enhancement, as well as significant effectiveness of learner-generated Google pictorial annotations and social media pictorial annotations in promoting both initial learning and retention of target words. Specifically, we found that (i) Google images were more appropriate and reliable for pictorial annotations creation, and therefore they achieved better outcomes when learning with the annotations created with Google images than images from social media, and (ii) the participants who created word lists that integrate pictorial annotations were likely to engage in active learning when they selected and organized the verbal and visual information of target words by themselves and actively integrated such information with their prior knowledge.
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Li, Lianhuan, Zheng Zhang, and Shaoda Zhang. "Knowledge Graph Entity Similarity Calculation under Active Learning." Complexity 2021 (June 11, 2021): 1–11. http://dx.doi.org/10.1155/2021/3522609.
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To address the objectives of the adaptive learning platform, the requirements of the system in terms of business, functionality, and performance are mainly analysed, and the design of functions and database is completed; then, an updatable learner model is constructed based on the cognitive diagnosis model and resource preference attributes; then, the construction of the knowledge map is completed based on embedding to achieve knowledge point alignment, and based on this, the target knowledge points of learners are located with the help of deep learning; at the same time, the target knowledge points are taken as the starting point to generate the best learning path by traversing the knowledge map, and the corresponding learning resources and test questions are recommended for them with the help of the architecture; finally, the adaptive learning platform is developed in the environment using the architecture. Also, the target knowledge point is used as the starting point to traverse the knowledge map to generate the best learning path, and the corresponding learning resources and test questions are recommended for the learner in combination with the learner model; finally, this study adopts an architecture for the development of an adaptive learning platform in the environment to realize online tests, score analysis, resource recommendation, and other functions. A knowledge graph fusion system supporting interactive facilitation between entity alignment and attribute alignment is implemented. Under a unified conceptual layer, this system can combine entity alignment and attribute alignment to promote each other and truly achieve the final fusion of the two graphs. Our experimental results on real datasets show that the entity alignment algorithm proposed in this paper has a great improvement in accuracy compared with the previous mainstream alignment algorithms. Also, the attribute alignment algorithm proposed in this paper, which calculates the similarity based on associated entities, outperforms the traditional methods in terms of accuracy and recall.
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Hasnine, Mohammad Nehal, Mahmoud Mohamed Hussien Ahmed, and Hiroshi Ueda. "Learner-Centric Technologies to Support Active Learning Activity Design in New Education Normal: Exploring the Disadvantageous Educational Contexts." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 150. http://dx.doi.org/10.3991/ijet.v16i10.20081.
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Active learning is a learner-centric instructional method that uses discussion, role play, collaborative problem-solving based approaches to engage students with the course materials. However, due to the pandemic, active learning activities take place over multiple learner-centric technologies, as classroom-centered activity design is no longer possible. This study explored the success stories of active learning in disadvantageous educational contexts, particularly in Arab regions. After examining the theory, models, various learner-centric technologies of pre-pandemic active learning de-signs, this study proposes 25 emerging technologies to support active learn-ing 19 active learning strategies in terms of activity design in new education normal. The three-fold findings are related to designing active learning activities in new education normal, enhancing less practiced active learning strategies, and bridging the gaps in pre-and post-pandemic active learning activity design using learner-centric technologies.
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Qamar, Marium Bushra. "The Impact of Learner’s Autonomy on Teaching Oral Skills (Speaking Skills) in an EFL Classroom." Journal of Language Teaching and Research 7, no. 2 (March 3, 2016): 293. http://dx.doi.org/10.17507/jltr.0702.07.
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This paper describes a study conducted to determine the impact of learner's autonomy on attaining oral skills. The objective of this research is to strengthen the idea that a learner centered classroom is an ideal environment for teaching oral skills and to promote communicative approach of teaching. True learning can only be achieved when the learner is made an equal partner in the learning process instead of a Muppet. This research follows an experimental design. The population of the study were preparatory year students of Jazan University. This research was delimited to ELC prep year students studying at AI Ardah College of Translational study. A random sample of 100 preparatory year students were taken from Al-Ardah college with 50 students in the experimental group were students who were free to practice learners autonomy (learner centered approach) and another 50 formed the controlled group. Results were generated with the help of pre tests and post tests and plotted in the form of graphs. The purpose of this research is to show that the traditional teacher centered approach can no longer encompass the needs of the modem classroom. The educational process needs to be an active blend of modeling, coaching. scaffolding and fading. This research is implacable to ESL learners and teachers alike. It also makes recommendations for future study.
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Butt, Ayesha, Uzma Quraishi, and Sameera Ayub Bhatti. "Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners." Global Language Review IV, no. II (December 30, 2019): 41–49. http://dx.doi.org/10.31703/glr.2019(iv-ii).07.
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Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.
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Min-Sung Kim. "Growing Pain for Becoming an Active Learner: Learner Attitude Changes in Student-Centered Learning." Journal of The Korean Association of Geographic and Environmental Education 25, no. 2 (May 2017): 115–28. http://dx.doi.org/10.17279/jkagee.2017.25.2.115.
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Monsen, Elaine R. "Becoming an Active Learner—and Teacher—for Life." Journal of the American Dietetic Association 100, no. 2 (February 2000): 154. http://dx.doi.org/10.1016/s0002-8223(00)00045-6.
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Omollo, D. O., and W. E. Massam. "Teachers’ and Learners’ Perceptions of the Use of Science Content Songs in the Teaching and Learning of Ionic Bonding." International Journal of Learning and Development 12, no. 2 (June 24, 2022): 67. http://dx.doi.org/10.5296/ijld.v12i2.20020.
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Factoring learner engagement during chemistry lessons is key if conceptual understanding is an objective. This qualitative action research study explored the possibility of using science content songs to enhance learners’ engagement, motivation and interest in ionic bonding and related chemistry concepts among high school learners in Kenya. The study aimed at transforming learner attitudes in chemistry through songs as pedagogies and making them active participants during chemistry lessons. Two chemistry teachers and 65 form two students were purposively chosen to participate in the study. Out of the 65 students, 8 were selected through a random sampling method to participate in a focus group discussion. Data collection was conducted through multiple methods which included; lesson observation, interview, and focus group discussion. It was found that songs engaged learners throughout the lesson, captured their attention, enhanced their recalling abilities, and had the potential to restore their positive attitudes towards chemistry. Additionally, findings revealed that songs enhanced diverse learner preferences and extended learning outside the classroom. The study recommends that schools should consider the use of songs as a classroom instructional strategy due to its high potential to engage learners and spark learners’ interest in chemistry learning.
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Cho, Hye Kyung. "A Study on Exploring the Possibility of Learner-tailored Learning in Classics Education." Korean Association of General Education 16, no. 5 (October 31, 2022): 51–67. http://dx.doi.org/10.46392/kjge.2022.16.5.51.
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The purpose of this paper is to obtain implications for improving the teaching method of classics education by analyzing the case of the learner-tailored individual and team-based activity parallel classes for the cultivation of core competencies in classics education, as well as to gain an better understanding of the students’ perceptions of classics education. The research question raised in this paper is first, what is learner-customized education in classics education and how is it possible? Second, how should reading notes be structured and utilized as learner-tailored education? Third, how should the discussion be operated as a team-customized education? Fourth, what should be the relationship between individual activities and team activities, and what is the synergistic effect of the two activities?As a result of the research on the problems raised, the instructor can provide 1:1 feedback on the students’ reading notes written before class by using the online bulletin board reflecting the learners’ characteristics, that is, the characteristics of learners who prefer immediate feedback due to exposure to various media. First, this can help to form a rapport between instructors and learners and to cultivate the learners’ sense of achievement, self-confidence, and challenging spirit in the classics whole reading class. In addition, the instructor can understand the characteristics of each learner and prepare effective lectures. Second, by setting the weight of reading notes and the team activity evaluation to 50%, evaluation based on the process rather than the result can be made. Third, reading notes combined with prior learning lead to active participation in this class and team activities. Fourth, it was confirmed through the questionnaire responses of learners that individual activities help to cultivate creativity and self-directed learning skills, and that team activities help to cultivate communication and collaboration skills that can be neglected in individual activities. However, in order for the learner-tailored class to become more active, the task remains to reduce the number of students and select only one work, rather than teaching two works at the same time, so that lectures and discussion activities can proceed smoothly.
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Erel, Sevgi, and Hasan Bedir. "Exploring Turkish EFL Instructors’ Perceptions on Learner Autonomy through Metaphor Elicitation Technique." Acta Educationis Generalis 11, no. 1 (April 1, 2021): 43–62. http://dx.doi.org/10.2478/atd-2021-0004.
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Abstract Introduction: This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy. Methods: In the present study we proposed a mixed methods approach to the investigation of the images created by the participants. Results: The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process. Discussion: The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners. Limitations: 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English. Conclusion: We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development.
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Al Faruki, Muhammad Jakir. "A critical approach to active learning." International Journal of Research in Business and Social Science (2147- 4478) 9, no. 3 (April 30, 2020): 165–74. http://dx.doi.org/10.20525/ijrbs.v9i3.670.
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This micro-level study conducted on tow Bangladeshi colleges intended to explore how far learners have engaged actively in the process of learning and teaching. This article (1) examines the nature and character of active learning and (2) elucidates the present approach of learning in practice in the higher education of Bangladesh at the college level affiliated with National University, Bangladesh. The investigation completed by applying the mixture of qualitative and quantitative approaches, though it is primarily focused on qualitative analysis. Data collected based on two cases. In addition, four FGD sessions have arranged with teachers and students and two of them with the teacher and rest two with the students. In this case study, we come across that student-teacher engagement in learning is very low. There are few scopes for reaching students' behavior, motivation levels in the learning situation. Absenteeism is very high in the students as well as in the teacher. Both the learners and instructors involved in learning for a short period of time. Their staying in the institution for short is a barrier to a high level of engagement in teaching-learning. As a consequence, they do not become the anytime, anywhere learner thereby not lifelong learners
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Meisani, Diah Royani, and Rommy D. B. Rambet. "Teachers’ Beliefs Regarding Language Learner Autonomy and Practices of Project-Based Education: A Case Study of An Indonesian EFL Teacher." NOBEL: Journal of Literature and Language Teaching 8, no. 2 (September 3, 2017): 141–49. http://dx.doi.org/10.15642/nobel.2017.8.2.141-149.
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Language learner autonomy can be defined as learning outside the classroom in which learners direct their own learning independently of teachers.One of the approaches supports learner autonomy is the project-based education. The project that the Indonesian EFL teacher (the participant of this study) assigned to her English class was an English drama performance. In the end of the course, her students had to perform the play. This project required active engagement of students’ efforts over an extended period of time. This paper reveals the beliefs of the EFL teacher about learner autonomy. In addition, this study investigates the practices that the teacher used in enhancing autonomy. The findings are based on an analysis and interpretation of the data gathered from questionnaires and interviews. The results reveal the teacher’s beliefs and suggest that preparing activities that promote language learner autonomy is essential for English teachers.
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Queiros, D. R., M. R. De Villiers, C. Van Zyl, N. Conradie, and L. Van Zyl. "RICH ENVIRONMENTS FOR ACTIVE OPEN DISTANCE LEARNING: LOOKS GOOD IN THEORY BUT IS IT REALLY WHAT LEARNERS WANT." Progressio: South African Journal for Open and Distance Learning Practice 37, no. 2 (November 9, 2015): 79–100. http://dx.doi.org/10.25159/0256-8853/599.
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In the open distance learning environment, efforts are made to engage students and provide rich environments for active learning (REALs). This article describes exploratory research undertaken on a fourth-year Tourism Management module. The research investigated two different study guides for different years – 2012 students using an innovative guide with learner engagement tools designed in line with current learning theory, to achieve a REAL; and 2011 learners using a traditional study guide with far fewer engagement tools. The two consecutive cohorts completed a quantitative survey designed from theory on learner engagement, motivation and interactivity. The survey investigated learners’ experiences of the implementation of four constructs, namely course design; engagement; learning activities; and the integrated construct of relevance, application, bonding and ownership. Data analysis was conducted using descriptive statistics, non-parametric correlations and cross-tabulations. Results suggest that this REAL does aid learning but not to the extent anticipated, and that it may be too rich. In light of the greater debate regarding the design of ODL material to maximise learning, recommendations are made to discerningly regulate the richness and depth of learning material, avoid overload of isolated learners, and gradually introduce REALs.
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Sheth, Monica, Naziya Samreen, Irina Rapoport, Priscilla J. Slanetz, Alice Fornari, and Petra Lewis. "Harnessing the Power of Low-tech Collaborative Learning." Journal of Breast Imaging 2, no. 6 (July 17, 2020): 609–14. http://dx.doi.org/10.1093/jbi/wbaa054.
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Abstract Medical education in the United States has undergone a paradigm shift from passive learning to more interactive student-centered teaching methods. Several digital tools and platforms have been developed to assist educators in creating a high-tech, interactive classroom. However, there are many low-tech ways to engage learners and improve retention by combining collaborative learning techniques and summary exercises. Collaborative learning is an educational approach that involves the coordinated engagement of two or more learners for the purpose of completing a task or solving a problem. Such methods use a student-centered active learning model to promote higher-order cognitive tasks through active engagement in course content. Additionally, summary exercises at the end of a learning activity promote reflection and retention of learned concepts while clarifying content that may have been confusing for the learner. The purpose of this article is to describe the methodology and tips for the implementation of low-tech collaborative learning methods and summary activities into trainee educational activities to create an engaging student-centered learning environment.
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Zhang, Yunqing, and Aweewan Mangmeechai. "Exploring the Factors of Undergraduate Learners’ Engagement and Knowledge Sharing for Sustainable hMOOC Learning." International Journal of Sustainable Development and Planning 17, no. 3 (June 2, 2022): 1007–15. http://dx.doi.org/10.18280/ijsdp.170332.
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In the post-pandemic era, the application of MOOC is essential to improve the quality and flexibility of higher education. This study aims to explore how factors from personal, environmental, and social level influence learners’ engagement and knowledge sharing in the context of hybrid MOOC (hMOOC) learning. Through random sampling, this study adopted a self-administered questionnaire to survey undergraduate students in China based on structural equation modeling (SEM). The results revealed motivation belief, system and relational quality had positive effects on learner engagement while content, instructor and relational quality also exerted positive effects on knowledge sharing. Meanwhile, learner engagement positively influenced knowledge sharing in hMOOC learning. However, system quality significantly affected knowledge sharing and instructor quality significantly affected learner engagement. Furthermore, content quality indirectly affected learner engagement via motivation belief. And learner engagement mediated the relationship between motivation belief and knowledge sharing behavior. These findings suggested that instructors, MOOC technician and administrator should take into consideration personal, environmental, and social factors to redesign an active engaging and sharing learning environment for achieving hybrid learning success.
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Rouf, Md Abdur, and Khanam Nargis Sultana. "Learner Role in CLT: Practices in the Higher Secondary Classrooms." Journal of NELTA 20, no. 1-2 (May 4, 2018): 34–40. http://dx.doi.org/10.3126/nelta.v20i1-2.19775.
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Communicative Language Teaching (CLT) is a learner-centered approach for language teaching and learning. In the CLT context, learner’s role changes from that of a passive receiver to an active participant engaging in diverse classroom activities that promote communicative competence. Again, L2 learners are supposed to learn the language by using it for different tasks, and taking part in pair work, group work, role play, and discussion inside classrooms. This study aims to find out gaps, if any, between learner roles as advocated in CLT theory and as practiced by learners in the higher secondary classrooms in Bangladesh while teaching/learning English following this approach, and its relation to poor ‘learning outcomes’. Journal of NELTA, Vol 20 No. 1-2, December 2015, page: 34-40
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Hewett, Suniti, Karen Becker, and Adelle Bish. "Blended workplace learning: the value of human interaction." Education + Training 61, no. 1 (January 14, 2019): 2–16. http://dx.doi.org/10.1108/et-01-2017-0004.
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Purpose The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs. Design/methodology/approach A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program. Findings Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent. Research limitations/implications The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study. Practical implications Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces. Originality/value The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.
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Petersen, Christina I., Paul Baepler, Al Beitz, Paul Ching, Kristen S. Gorman, Cheryl L. Neudauer, William Rozaitis, J. D. Walker, and Deb Wingert. "The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It." CBE—Life Sciences Education 19, no. 2 (June 2020): ar17. http://dx.doi.org/10.1187/cbe.19-04-0079.
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This article proposes that a content-coverage approach to teaching can be a barrier to adopting more learner-centered active-learning approaches to teach biology. It includes strategies that instructors can implement to move to a learner-centered approach incorporating active learning.
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Westlin, Joseph, Eric Anthony Day, and Michael G. Hughes. "Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment." Simulation & Gaming 50, no. 6 (September 27, 2019): 812–31. http://dx.doi.org/10.1177/1046878119877672.
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Background. With the use of computer-based simulations and games becoming increasingly common in education and organizational contexts for delivering training and instruction, learners are being granted unprecedented control over their learning. This increase in learner control leaves large differences in how learners challenge themselves and explore their learning environments. Learners can benefit from task difficulty, an aspect of challenge, when they are neither overwhelmed nor underwhelmed. The purpose of the present lab study was to test a model of how encouraging learners to challenge themselves with greater task difficulty when practicing a video game could be a “double-edged sword” in terms of their skill-based learning. Method. Using a first-person shooter computer game as the criterion task, 120 undergraduate males were randomly assigned to one of two groups. Half of the participants were encouraged to practice at a difficulty level that matched their skill level, while the other half were encouraged to practice at a difficulty that greatly exceeded their skill. Exploratory behavior was reflected in the variety of weapons used. Results. Findings supported a model of inconsistent mediation predicting that difficulty encouragement instructions would lead to higher selected practice difficulty, which in turn would have positive direct effects on skill transfer yet negative indirect effects through exploratory behavior. Discussion. The present study demonstrated that encouraging learners to practice at high levels of task difficulty is a “double-edged sword.” Although high levels of task difficulty can help in the preparation for future difficulties, it can also undermine exploratory behavior which is an important aspect of the learning process. This research speaks to the potential of encouraging learners to practice under difficult conditions without undermining their learning.
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Boggu, Anita Teresa, and J. Sundarsingh. "An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students." Journal of Language Teaching and Research 10, no. 1 (January 1, 2019): 204. http://dx.doi.org/10.17507/jltr.1001.23.
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Experiential learning is a learner-facilitating tool that has not been sufficiently explored in Higher education institutions in Oman. There is a growing body of literature that recognises the importance of ‘learning by doing,’ ‘hands-on approach’ or ‘experiential learning.’ Experiential learning grew in popularity with adult learners since the time of Dewey and progressed with several scholars researching on the potential benefits of applying experiential learning methods in vocational and technical training institutions. The notion that knowledge is gained through active involvement in a specific task is a construct that has been researched in the present study. It endeavours to foster learner autonomy through the implementation of instructional tasks based on Kolb’s experiential learning cycle. The main objective was to observe the change in perceptions of learners on their autonomous behaviour before and after the intervention. Through convenience sampling of 60 undergraduate students, enrolled for various pathways on the business programme were selected for this study. The quantitative data was collected by administering a learner autonomy questionnaire and a set of self-designed experiential learning classroom activities. The findings of the study revealed that experiential learning cycle activities implicitly fostered learner autonomy and enabled learning necessary skills for the workplace.
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Kop, Rita. "The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course." International Review of Research in Open and Distributed Learning 12, no. 3 (March 25, 2011): 19. http://dx.doi.org/10.19173/irrodl.v12i3.882.
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Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.
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Yuzulia, Irza. "EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy." Linguists : Journal Of Linguistics and Language Teaching 6, no. 1 (July 13, 2020): 36. http://dx.doi.org/10.29300/ling.v6i1.2744.
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Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was conducted in public senior high schools in Bandung. An experienced and a novice English teacher were involved in this study. The data in this study were collected through observation, interview and questionnaire. The study revealed that experienced and novice teacher hold almost the same perceptions that autonomy means the students’ active role in managing their own learning. The teachers pointed out that autonomous learning gives benefits to students’ learning. However, the experienced teacher was more optimist than the novice teacher regarding the possibility to promote learner autonomy which affects their classroom practices to promote learner autonomy. It is proved that the experienced teacher offers more strategies since she believed that learner autonomy is applicable for all language learners despite students' ages, levels of proficiency and cultures. It was found that the teachers used blogs, self-journal, videoconference and collaboration as strategies to promote learner autonomy.
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Prasetyo, Heru Joedo. "PENGGUNAAN MEDIA POWER POINT UNTUK MENINGKATKAN HASIL BELAJAR REPRODUKSI TUMBUHAN PADA PESERTA DIDIK KELAS XII ATP 2 SMKN 1 PASIR PENYU." JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no. 4 (July 30, 2018): 572. http://dx.doi.org/10.33578/pjr.v2i4.5705.
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This study aims to increase the activities of learners, especially in the reproductive competence of plants where inthe learning process of students in the group directed to follow the appropriate learning steps. This research wasconducted on students of class XII ATP 2 SMKN 1 Pasir Penyu, as many as 29 people. In cycle 1 shows that afterthe learning action through the use of power point media was 73.52% complete learners learn, absorption 83.39%,100% material completeness and learner activity is in less active category. In cycle 2 shows students' learningmastery of 76.47%, absorption 86.04%, 100% material exhaustiveness and learner activity exist in fairly activecategory. From the results of this study showed that after the learning action through the use of power point media,it turns out the activities and learning outcomes of learners in the reproductive competence of plants from cycle 1and cycle 2 increased significantly.
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Song, Sung-lib. "A Learner-centered, Active Han-shi Appreciation Teaching Method." Han-Character and Classical written language Education 34 (May 30, 2014): 85–136. http://dx.doi.org/10.15670/hace.2014.34.1.085.
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Markant, Douglas B. "Active transitive inference: When learner control facilitates integrative encoding." Cognition 200 (July 2020): 104188. http://dx.doi.org/10.1016/j.cognition.2020.104188.
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