Relevant bibliographies by topics / Interactive learning skills

Contents

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

Academic literature on the topic 'Interactive learning skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Interactive learning skills"

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Singh, Charanjit Kaur Swaran, Tarsame Singh Masa Singh, Ong Eng Tek, and Melor Md Yunus. "The Effects of Cooperative Interactive Learning Strategies to Improve Undergraduates’ Speaking Skills." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1053–67. http://dx.doi.org/10.37200/ijpr/v23i4/pr190433.

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Ahmad, Noor Aini. "Learning Reading Skills Independently Using Interactive Multimedia." Universal Journal of Educational Research 8, no. 6 (June 2020): 2641–45. http://dx.doi.org/10.13189/ujer.2020.080647.

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Mühlig, Manuel, Michael Gienger, and Jochen J. Steil. "Interactive imitation learning of object movement skills." Autonomous Robots 32, no. 2 (December 2, 2011): 97–114. http://dx.doi.org/10.1007/s10514-011-9261-0.

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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.

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English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.
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Alghamdy, Rashed. "Does Interactive Multimedia Strategy Improve Listening Skills better than Vocabulary Skills?" International Journal of English Language Education 7, no. 2 (July 22, 2019): 1. http://dx.doi.org/10.5296/ijele.v7i2.15124.

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This study examines the impact of interactive multimedia in enhancing EFL students’ English skills ability in learning English as a foreign language context. To identify the impact of interactive multimedia strategy on the achievements of EFL learners, a quasi-experimental design study was applied for one month at an elementary school in Saudi Arabia. In particular, this study purposes to investigate whether the EFL learners in the experimental group would improve their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy in comparison to their peers in the traditional learning method. The participants in this study were 40 male students, aged 11-13 years, level six at an elementary government school in Al-Baha City.The results highlighted that there are statistically significant differences between the mean scores of the EFL learners who were taught listening skills and vocabulary skills via the interactive multimedia strategy and those who were taught the same skills by using the traditional learning (the control group) in the post-test. Furthermore, the results indicated that the EFL learners in the experimental group have improved their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English listening skills and vocabulary skills test score at the pre-test.
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Looi, Chee-Kit. "Interactive Learning Environments for Promoting Inquiry Learning." Journal of Educational Technology Systems 27, no. 1 (September 1998): 3–22. http://dx.doi.org/10.2190/l4q4-8qmm-qpj3-b5lj.

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Inquiry-oriented learning has been characterized and promoted from a variety of perspectives by researchers, educators and practitioners over the years [1–5]. Some have stressed the active nature of learner's involvement, associating inquiry with hands-on learning and experiential or activity-based instruction. Others have associated inquiry with a discovery approach or with the development of process skills associated with scientific methods. Yet others have emphasized promoting metacognitive knowledge and skills such as self-reflection and attitudes for inquiry. What role can technology play in facilitating these kinds of inquiry-oriented learning? We see at least a few ways in which technology in the form of interactive learning environments can enrich inquiry learning: 1) as instructive tools; 2) as constructive tools; 3) as communicative tools; and 4) as situating tools. We provide a discussion of current approaches to designing learning environments that support these roles. In particular, we describe three interactive learning environments that we have built: an instructive tool, a constructive tool, and lastly an environment which is intended to serve all the roles of instruction, construction, communication, and providing situatedness.
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Borisov, Vladislav, and Aleksey Pudalov. "OVERVIEW OF INTERACTIVE LEARNING APPLICATIONS." Modern Technologies and Scientific and Technological Progress 1, no. 1 (May 17, 2021): 113–14. http://dx.doi.org/10.36629/2686-9896-2021-1-1-113-114.

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Several examples of training applications for smartphones are considered as possible ways to gain knowledge and skills. The key features of their design are highlighted and their strengths and weaknesses are analyzed
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Nguyen, Viet Anh. "The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course." Journal of Information & Knowledge Management 16, no. 04 (November 23, 2017): 1750040. http://dx.doi.org/10.1142/s021964921750040x.

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The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student–student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.
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Villalobos, Jorge A., Nadya A. Calderon, and Camilo H. Jiménez. "Developing programming skills by using interactive learning objects." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 151–55. http://dx.doi.org/10.1145/1595496.1562927.

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Yulianci, Syahriani, Nurjumiati Nurjumiati, Asriyadin Asriyadin, and Adi Apriadi Adiansha. "The Effect of Interactive Multimedia and Learning Styles on Students' Physics Creative Thinking Skills." Jurnal Penelitian Pendidikan IPA 7, no. 1 (January 18, 2021): 87. http://dx.doi.org/10.29303/jppipa.v7i1.529.

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One of the innovations in physics learning needs to be done by using creative learning media, namely interactive multimedia. This is done so that physics learning becomes more effective and not monotonous towards the delivery of material by the teacher. In addition to media factors, factors from within students need to be studied to improve the quality of learning physics. This study aims to test the effectiveness of interactive multimedia on students' creative thinking skills in physics. In addition, this study aims to influence learning styles on creative thinking skills and to see the interaction between interactive multimedia and learning styles in influencing creative thinking skills. This research is included in the quasi-experimental research. The total sample consisted of 74 tenth grade students, who were divided into two groups, namely the experimental class and the control class. The sample was determined by purposive sampling. Data on creative thinking skills were tested using N-Gain, and learning styles were analyzed quantitatively. To see the effectiveness of the research variables, an Anava test was performed. The results showed that interactive multimedia had an effect on students 'creative thinking skills, while the learning styles and interactions of the two independent variables did not affect students' creative thinking skills
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Dissertations / Theses on the topic "Interactive learning skills"

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Wood, Nicola. "Transmitting craft knowledge : designing interactive media to support tacit skills learning." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/3202/.

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This research has used a practice-led approach to explore, from the perspective of an interactive media designer, the problem of how to understand and transmit the practical knowledge of skilled craft practitioners. It has involved two practical research projects, each exploring the skills of both expert and novice craft practitioners in the fields of traditional bowl turning and clog making. In the first project I experimentally used a systems-orientated approach to explore the tacit knowledge within the practice of an experienced traditional bowl turning practitioner. This involved eliciting craft knowledge from the expert, using a low-fidelity prototype learning resource as a means of representing that knowledge, and observing learners applying the knowledge through using the resource to support their learning. In the second project I undertook a series of video-recordings with a traditional clog maker, during which I developed a less intrusive elicitation technique based on increasingly focussed observation and interviewing. This overcame the defensiveness encountered with the first practitioner with whom I used an elicitation approach based on his descriptions of his practice. In the light of the outcomes from the practical work, I reconsidered the current context for craft knowledge and developed a framework to understand craft learning. Drawing on three important theorists: Michael Polanyi and his theory of tacit knowledge, John Dewey and his theory of experiential learning, and Donald Schon and his theory of reflection, I reassessed the learning I had previously observed and proposed a new model of how craft knowledge is learned. I propose that the guidance offered by the expert can be seen as a series of bridges that provide the novice with a means of accessing the personal knowledge of the expert. These bridges are not necessarily the way to undertake a task, but a way that the expert feels to be helpful at that time. As a novice increasingly learns from the feedback from their own actions, they can progress their skill by moving through different modes of reflection. This research makes three specific contributions to knowledge. In the field of multimedia design it establishes a methodology for transmitting craft knowledge, refining principles previously published through my MA research, and it establishes techniques for eliciting craft knowledge which are interwoven with the process of developing the transmission resource. In the field of learning and pedagogy it establishes a framework for understanding craft skills learning drawing on recognised theory and validated through appraisal of the practical work undertaken.
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Bondorowicz, Stefan. "Adaptive control of complex dynamic systems." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302787.

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Lin, Li Yuan. "Sharpening the interactive teaching-learning skills of Chinese adult Sunday school teachers." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Lee, Wai On. "Incremental change in the development of expertise in using interactive systems." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318011.

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Rosenbaum, Molly Anne. "Online, But Live and Interactive Social Skills Intervention for Adolescents with Autism Spectrum Disorders." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7590.

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Autism Spectrum Disorder (ASD) is a developmental disorder characterized primarily by social skills deficits that can impair the individual’s ability to develop and maintain meaningful relationships. Research has shown that social skills training provides lasting improvement in social interactions. However, many factors can hinder the availability of intervention groups outside of major metropolitan areas. Individual online social skills interventions have been shown to translate to increases in everyday social skills, and while further investigation is required, current literature suggests that there is great potential for live, interactive online social skills groups to provide similar benefits to in-person intervention groups. Thus, online groups may be one solution to the barriers to accessing available resources. This study sought to explore the feasibility of conducting a live, interactive online social skills group by comparing two groups using the same curriculum; one in-person group that met in a lab on a local college campus, and one piloted online group that met through Zoom, a video conference platform, each for 14 weeks. Each group also participated in person in social activities on campus to gather preliminary generalization data. The online intervention was acceptable to therapists and participants, and a group of therapists who implemented both delivery models reported some advantages and disadvantages of an online format for social skills, expressing a preference for in-person delivery model when possible, but acceptability of online delivery where in-person groups are not available. The online model showed somewhat lower levels of participation, but slightly higher attendance rates than the in-person model. Understanding both the advantages and disadvantages to online social skills, clinicians can utilize the method the best fits their needs.
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Jejo, Sara, and Sanaa Haji. "Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31617.

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AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal articles to our research questions. The observed and analyzed articles showed that there are some pupils who do not interact because English teachers often focus too much on reading and writing skills rather than on speaking skills. The limitation of communication tasks and large classroom sizes are other mitigating factors. In addition, teachers often using the first language in class resulted in pupils doing the same. This contributes to a lack of motivation and confidence in speaking English for some learners. This study identifies teaching strategies and activities that can be used by the teacher to raise motivation and confidence in speaking English. Results have indicated that the use of Vygotsky's sociocultural learning theory was very useful to involve every pupil in authentic communication tasks, which also provided a supportive communicative environment. Task-based and theme-based learning, such as stories, songs, games, project work and pair work is shown to be beneficial to increase pupils’ motivation towards speaking.
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Conceição, Silvia Carla. "A dimensão interativa na relação pedagógica em regime b-learning: perspectivas de alunos do curso de mestrado em Ciências da Educação (Tecnologia Educativa) na Universidade do Minho." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13122011-115407/.

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Esta tese discute a importância da dimensão interativa na relação pedagógica no b-learning. Por dimensão interativa entende-se um conjunto de elementos que proporcionam aprendizagens satisfatórias, levando-se em conta, não só os aspectos pedagógicos, mas também os aspectos organizacionais e tecnológicos. O estudo processa-se ao longo de dois semestres (2010/11) com alunos do Curso de Mestrado em Ciências da Educação, área de especialização de Tecnologia Educativa, do Instituto de Educação da Universidade do Minho. Trata-se de uma pesquisa do tipo exploratória, de natureza predominantemente qualitativa, construída por meio de estudo de caso. No sentindo de situar o trabalho no campo das Ciências da Educação, numa perspectiva psicossocial, tem-se como pistas de investigação a psicologia sócio-histórica e a comunicação como processo social. Desta forma, interligam-se os conceitos de relação interpessoal, interação, comunicação e linguagem. Para análise dos dados, fez-se o cruzamento de informações de diversos instrumentos de pesquisa (questionários e interações síncronas nos chats) e recorreu-se, como suportes teóricos de análise, aos axiomas da comunicação, apresentados por Watzlawich, Beavin e Jackson (1967); às competências comunicativas docentes de Bitti e Zani (1997) e às categorias de valores docentes de Almeida (2002) - uma releitura baseada nas conferências de Ítalo Calvino (1995). Os resultados emergentes deste estudo apontam para as dimensões: relacional, comunicativa, cognitiva e tecnológica, nesta ordem de importância, como dimensões interativas importantes nas relações pedagógicas b-learning (componente presencial) e relacional, comunicativa, tecnológica e cognitiva (componente online). Por meio dos indicadores, que definiram as dimensões, foi possível identificar características/requisitos docentes que os alunos consideram fundamentais na relação pedagógica presencial, a saber: Afetividade, Atitude, Proximidade e Interação/Interatividade (dimensão relacional); Linguagem Verbal, Papel do Professo, Linguagem Não-Verbal, Respostas/Feedback e Disponibilidade (dimensão comunicativa); Planejamento e Domínio dos Conteúdos (dimensão cognitiva); e Domínio e Uso das Tecnologias e Recursos Físicos, Materiais e Técnicos (dimensão tecnológica). Em se tratando da relação pedagógica online, tem-se basicamente os mesmos indicadores, com exceção do indicador Domínio dos Conteúdos. Destacam-se para o componente presencial, os indicadores Atitude e Afetividade (dimensão relacional), Linguagem Verbal (dimensão comunicativa), Planejamento (dimensão cognitiva), e Domínio e Uso das Tecnologias (dimensão tecnológica). Já para o componente online, tem-se Interação/Interatividade (dimensão relacional), Papel do Professor (dimensão comunicativa), Domínio e Uso das Tecnologias (dimensão tecnólogica) e Planejamento (dimensão tecnológica). De maneira geral, observa-se que há diferenças entre componentes presencial e online, quanto à ordem de importância dos indicadores. Valoriza-se mais a Atitude e Afetividade no presencial e Interação/Interatividade no online (dimensão relacional). Na dimensão comunicativa, preza-se como fundamental o Papel do Professor, no presencial, e Interação/Interatividade, no online. Para as dimensões cognitiva e tecnológica, reconhece-se os mesmos indicadores tanto no presencial como no online, qual sejam: Planejamento e Domínio dos Conteúdos, atentando-se para a mudança de posições em que a dimensão cognitiva aparece na 3ª posição, no presencial, e na 4ª posição, no online, e a dimensão tecnológica aparece na 4ª posição, no presencial, e na 3ª no online. Para além desses dados, ao se fazer a relação das dimensões já mencionadas com as variáveis sexo, idade e formação não se percebem diferenças significativas.
This thesis refers to the importance of pedagogical relationship in interactive blended learning. Interactive dimension is understood here as a set of elements that provide satisfactory learning, taking into account pedagogical aspects but also organizational and technological aspects. The study took place over two semesters (2010/11) with students from the Master in Educational Sciences, specialization in Educational Technology, Institute of Education, University of Minho. It is an exploratory type research, predominantly qualitative in nature, built through a case study. In order to situate the work in the field of Education Sciences, from a psychosocial perspective, we have taken, as an investigative lead, the socio-historical psychology and communication as a social process. Thus, the concepts of interpersonal relationship, interaction, communication and language are interconnected. For data analysis, it was done the crossing of information from various research instruments (questionnaires and synchronous interactions in chat rooms) and, as theoretical analysis supports, were used the axioms of communication, presented by Watzlawich, Beavin and Jackson (1967), the communication skills of teachers Bitty and Zani(1997) and Almeida (2003) categories of teaching values,, a reading based on lectures by Italo Calvino (1995). The results emerging from this study indicate the communicative, cognitive and technological dimensions,, in that order of importance, as important dimensions of interactive learning in b-learning pedagogical relationships (classroom component) and relational, communicative, and cognitive technology (online component). Through the indicators, which define the dimensions, it was possible to identify the teaching features / requirements that students consider important in classroom teaching relationship. They are: Affection, Attitude, Proximity and Interaction / Interactivity (relational dimension), Verbal, Role of the Teacher, non-verbal language, Responses / Feedback and availability (communication dimension), planning and content area (cognitive dimension), and, Domain and Use of Physical Resources and Technologies, Materials and Technical resources (technological dimension. In the case of online pedagogical relationship we have got the same indicators, with the exception of the Mastery of Content indicator. As to classroom component, the indicators Attitude and Affect (relational dimension), Verbal (communication dimension), Planning (cognitive dimension), and control and use of technology (technological dimension) are highlighted. As to online component, instead,, we have the indicators Interaction / Interactivity (relational dimension), Role of the Teacher (communication dimension), Use and Mastery of Technologies (technological dimension), and Planning (technological dimension). In general we observe that there are differences, between classroom and online components, as to the order of importance of indicators. Attitude and Affect in the classroom and Interaction / Interactivity in online (relational dimension) are more valued. In the communication dimension, the role of teacher is appreciated as fundamental in classroom learning, whereas Interaction / Interactivity is in online. As to cognitive and technological dimensions , the same indicators are recognized in both classroom and online, namely Planning and Mastery of Content, paying attention to the change of positions, where the cognitive dimension appears in 3rd position in classroom, and 4th in online, and the technological dimension appears in 4th position in classroom and 3rd in online. Beyond these data, when making the relationship between the dimensions mentioned above with the variables sex, age and education, we do not realize significant differences.
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Waterson, Patrick Edward. "Learning and acquiring display-based skills." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307812.

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Michie, Jean Hayes. "Structure of interactive decision skill in novices and experts." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248524.

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Clore, Christine W. "Social skills use of adolescents with learning disabilities: An application of Bandura's theory of reciprocal interaction." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5291/.

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This was a mixed methods study designed to investigate the social skills use of adolescents with learning disabilities through an application of Albert Bandura's theory of reciprocal interaction. Data were collected through ranking surveys, observations, interviews, and school records. Three questions were investigated. The first question was to determine whether the language deficits of LD students contributed to their general decreased social competency. Through data from the Social Skills Rating System, the seventh grade participants were considered socially competent to some degree by self report, their teachers, and their parents. Factor analysis revealed students were the best predictors of their social skills use from all data sources. In ranking participants' social skills use, students and teachers were more strongly correlated than were students and parents, or teachers and parents. No relationship of any strength existed between the participants' cognitive ability and their social competence. A use of Bandura's determinants indicated that a relationship existed between some subtypes of learning disabilities and some types of social skills misuse. The participants diagnosed with reading disability, auditory processing disability, receptive/expressive language disability, or nonverbal learning disability all made the majority of their observed social skills errors in the environmental determinant of Bandura's triad of reciprocal interaction. The participants in the four subtypes experienced their information processing deficits in attending to environmental stimuli, or in attending to inappropriate environmental stimuli. The area of the subtype of information processing deficit aligned with the determinant in which the participants in that subtype's social errors were experienced. Bandura's triad of cognition, environment, and behavior was not equilateral because the balance did not exist between the three determinants in participants with learning disabilities.
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Books on the topic "Interactive learning skills"

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Camtasia Studio 7: The essentials: "skills and drills" learning. Riva, MD: IconLogic, 2010.

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Interactive distance learning in preK-12 settings: A handbook of possibilities. Westport, Conn: Libraries Unlimited, 2003.

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Bryant-Mole, Karen. Starting to measure. London: Usborne Publishing, 1991.

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Tosques, Edward. Writing in English for the Workplace. Florence: Firenze University Press, 2006. http://dx.doi.org/10.36253/978-88-5518-030-6.

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Writing in English for the Workplace is an eLearning work for the acquisition of profession-oriented writing skills in English. It consists of tutorials and interactive exercise materials on a variety of text types, as well as on all stylistic aspects related to writing. The text-types cover the four major areas of mass communications, business, research and technology. The work is being published in installments, of which the Interactive Grammar is the first. The others will be added at regular intervals, to form an interlocking whole. These interactive learning materials were programmed with Macromedia Authorware. To read them over the internet you must first download/install, free of charge, the appropriate Authorware Web Player.
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Ruth Herman Wells, M.S. Personal power: Succeeding with others : peer interaction skills. Austin, Tex: PRO-ED, 1990.

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Wilton, Jennifer Mary. The social behaviour of learning disabled boys as observed in dyadic interaction. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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Wiener, Judith. Social interaction of children with and without learning disabilities in dyads and in small groups. [Toronto]: Ontario Institute For Studies in Education, Dept. of Instruction and Special Education, 1993.

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Meisels, Samuel J. Assessment of social competence, adaptive behaviors, and approaches to learning with young children. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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Sun, Ron. Exploring the interaction of implicit and explicit processes to facilitate individual skill learning. Arlington, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

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Ruth Herman Wells, M.S. Personal power: Succeeding in school : developing appropriate classroom skills. Austin, Tex: PRO-ED, 1993.

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Book chapters on the topic "Interactive learning skills"

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Elm’selmi, Abdellatif, Guilhem Boeuf, Ahmed Elmarjou, and Rabah Azouani. "Active Pedagogy Project to Increase Bio-Industrial Process Skills." In Interactive Collaborative Learning, 265–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_23.

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Velazquez, Erick, Sylvie Ratté, and Frank de Jong. "Analyzing Students’ Knowledge Building Skills by Comparing Their Written Production to Syllabus." In Interactive Collaborative Learning, 345–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_32.

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Fu, Wai-Tat, Jessie Chin, Wei Dong, and Q. Vera Liao. "Interactive Skills and Dual Learning Processes." In Encyclopedia of the Sciences of Learning, 1612–15. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1633.

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Lelardeux, Catherine Pons, David Panzoli, Michel Galaup, Vincent Minville, Vincent Lubrano, Pierre Lagarrigue, and Jean-Pierre Jessel. "3D Real-Time Collaborative Environment to Learn Teamwork and Non-technical Skills in the Operating Room." In Interactive Collaborative Learning, 143–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_12.

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Batsila, Marianthi, and Charilaos Tsihouridis. "The Magic Power of the … Magic PowerPoint to Foster Vocational Learners’ Participation and Speaking Skills in English! - A Comparative Study." In Interactive Collaborative Learning, 383–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0_34.

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Lorenz, Edward. "Labor Market Institutions, Skills, and Innovation Style: A Critique of the ‘Varieties of Capitalism’ Perspective." In Interactive Learning for Innovation, 72–89. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230362420_3.

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Zybert, Jerzy. "The Significance of Interrogatives in Developing Interactive Skills." In Second Language Learning and Teaching, 233–44. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_16.

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Levitt, Harry, Karen Youdelman, and James J. Dempsey. "Computer Interactive Techniques in Training and Evaluation of Communication Skills." In Interactive Learning Technology for the Deaf, 95–104. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58024-6_8.

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Gwee, Hwee Ngee. "Effects of Virtual-Reality Elements on Spatial Visualization Skills of Secondary Three Students in Singapore." In 3D Immersive and Interactive Learning, 45–57. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4021-90-6_3.

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Robertson, Judy, and Judith Good. "Supporting the Development of Interactive Storytelling Skills in Teenagers." In Technologies for E-Learning and Digital Entertainment, 348–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11736639_46.

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Conference papers on the topic "Interactive learning skills"

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Ahmadzadeh, Seyed Reza, Petar Kormushev, and Darwin G. Caldwell. "Interactive robot learning of visuospatial skills." In 2013 16th International Conference on Advanced Robotics (ICAR 2013). IEEE, 2013. http://dx.doi.org/10.1109/icar.2013.6766597.

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Bekaryan, Lilit, and Anush Ayunts. "INTEGRATION OF LANGUAGE SKILLS THROUGH INTERACTIVE STORYTELLING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2308.

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Dilbar, Sultanova, and Kochnev Alexandr. "Development of entrepreneurial skills among engineering students." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644702.

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Talikka, Marja, and Harri Eskelinen. "Enhancing the undergraduate engineering students' research skills." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644584.

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Andres, Pavel, and Dana Dobrovska. "Managing interaction skills in the engineering pedagogy programme." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017756.

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Villalobos, Jorge A., Nadya A. Calderon, and Camilo H. Jiménez. "Developing programming skills by using interactive learning objects." In the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562927.

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"Fostering Scientific Reasoning Skills through Interactive Learning Tasks." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004352103930398.

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Gourier, Lilia. "Developing professor skills to design the content of training." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644547.

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"The essence of effective presentation skills in engineering education." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017868.

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Rane-Sharma, Archana, Sagar Mangelkar, Tushar Shirgave, and M. Sasikumar. "English labs — An interactive environment to inculcate grammar skills in students." In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELELTECH). IEEE, 2017. http://dx.doi.org/10.1109/eleltech.2017.8074991.

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Reports on the topic "Interactive learning skills"

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Sun, Ron, and Robert C. Mathews. Exploring the Interaction of Implicit and Explicit Processes to Facilitate Individual Skill Learning. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada435130.

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