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Artículos de revistas sobre el tema "Interactive learning"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de enero de 2023

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1

Jabborova, Dilafruz Furkatovna y Shirinboy Sharofovich Olimov. "Interactive Learning Technology". American Journal of Social Science and Education Innovations 02, n.º 12 (18 de diciembre de 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.

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Văn Cường, Nguyễn y Nguyễn Cẩm Thanh. "Teaching and learning interaction - interactive teaching and learning". Journal of Science, Educational Science 60, n.º 2 (2015): 3–9. http://dx.doi.org/10.18173/2354-1075.2015-0023.

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Underdown, Angela. "Learning about interaction through interactive media". Journal of Health Visiting 2, n.º 4 (abril de 2014): 178–79. http://dx.doi.org/10.12968/johv.2014.2.4.178.

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4

Ripai, Ahmad. "Interactive Learning Multimedia in Cirebonese Language to Enhance Students Learning Outcome". International Journal of Psychosocial Rehabilitation 24, n.º 4 (28 de febrero de 2020): 3599–605. http://dx.doi.org/10.37200/ijpr/v24i4/pr201472.

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Rusko, Rauno. "Interactive Online Learning". International Journal of Online Pedagogy and Course Design 7, n.º 3 (julio de 2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.

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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

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Lewis, Evadne. "Cochrane Interactive Learning". Journal of Health Information and Libraries Australasia 2, n.º 3 (20 de diciembre de 2021): 88–94. http://dx.doi.org/10.55999/johila.v2i3.90.

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Cochrane Interactive Learning (CIL) is a modular, self-directed training course that leads you through all steps required to conduct a complete systematic review following Cochrane methodology. It is aimed at both new review authors andexperienced authors who want to update their knowledge.

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7

Ghaoui, Claude y W. A. Janvier. "Interactive E-Learning". International Journal of Distance Education Technologies 2, n.º 3 (julio de 2004): 26–35. http://dx.doi.org/10.4018/jdet.2004070103.

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8

Heidemann, G., H. Bekel, I. Bax y H. Ritter. "Interactive online learning". Pattern Recognition and Image Analysis 17, n.º 1 (marzo de 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

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Sick, Bernhard, Sarah Oeste-Reiß, Albrecht Schmidt, Sven Tomforde y Anna Katharina Zweig. "Collaborative Interactive Learning". Informatik-Spektrum 41, n.º 1 (20 de diciembre de 2017): 52–55. http://dx.doi.org/10.1007/s00287-017-1082-x.

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10

Greener, Sue. "Interactive learning environments?" Interactive Learning Environments 20, n.º 2 (abril de 2012): 101–2. http://dx.doi.org/10.1080/10494820.2012.675739.

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11

Laird, John E., Kevin Gluck, John Anderson, Kenneth D. Forbus, Odest Chadwicke Jenkins, Christian Lebiere, Dario Salvucci et al. "Interactive Task Learning". IEEE Intelligent Systems 32, n.º 4 (2017): 6–21. http://dx.doi.org/10.1109/mis.2017.3121552.

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12

Hadjimichael, Michael y Anita Wasilewska. "Interactive inductive learning". International Journal of Man-Machine Studies 38, n.º 2 (febrero de 1993): 147–67. http://dx.doi.org/10.1006/imms.1993.1008.

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13

Yakes, E. "Interactive Learning Assessment". Journal of the Academy of Nutrition and Dietetics 113, n.º 9 (septiembre de 2013): A66. http://dx.doi.org/10.1016/j.jand.2013.06.234.

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Tarigan, Wenny Pinta Litna, Herbert Sipahutar y Fauziyah Harahap. "The Effect of Interactive Digital Learning Module on Student’s Learning Activity and Autonomy". Bioedukasi: Jurnal Pendidikan Biologi 14, n.º 2 (31 de agosto de 2021): 196. http://dx.doi.org/10.20961/bioedukasi-uns.v14i2.49366.

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<p class="AuthorInfo">In the modern society, the internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Interactive learning modules could be used in the classroom environment for effective learning. This study explored the effect of instructional modules for providing supplementary instruction in biology concepts. Interactive digital learning module was developed in order to assist students in biology learning. Interactive activities were considered in this study, include teacher – student interaction, student - student interaction, student - content interaction, and student - technology interaction. 180 students of Grade 11 in 6 classes at SMAN 2 Balige were selected as the research subjects. Three groups of students participated in biology learning course, (2 classes) using different modules were interactive digital module, digital module and text module. Goal of this research was to determine the impact of interactive digital learning module on students’ learning activity and autonomy. Quantitative results obtained by using questionnaire to understand the student’s learning activity and autonomy. Results showed student’s activities and autonomy who learned with interactive digital learning modules significantly different with students who learned using text learning modules. The use of interactive features increased the activity and autonomy of learners and created the student-centered learning environment. Students under interactive multimedia instruction performed better than text module class. These findings suggested that learning activity and autonomy of students in biology could be enhanced by multimedia instruction.</p>

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15

Rahman, Md Asifur, Lew Sook Ling y Ooi Shih Yin. "Interactive Learning System for Learning Calculus". F1000Research 11 (14 de marzo de 2022): 307. http://dx.doi.org/10.12688/f1000research.73595.1.

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Background: IT tools assist in creating a more participative and independent learning environment. They have brought a new perspective to collaborative learning where students do not just sit in a chair and swallow lecture content but instead participate in creating and sharing knowledge. However, interactivity promoted through the implementation of technology is limited in many cases. Purpose: This research develops an interactive application for learning calculus that promotes human-system interaction via augmented reality (AR) and human-human interaction through chat functions. The study examines the effect of both interactivities on learning experience and how that learning experience affects the performance of learning. Methods: The research adopted a quasi-experimental study design and pre-post test data analysis to evaluate the effect of interactivities on learning experience and consequently the effect of learning experience on learning performance. The subjects were exposed to the developed application for learning the calculus chapter ‘Revolution of Solids” in a controlled environment. The study validated its research framework through partial least squares path modelling and tested three hypotheses via pre-and post-test evaluation. Conclusions: The results found that both interactivities affect learning experience positively; human-human interactivity has a higher impact than human-system interactivity. It was also found that learning performance as part of the learning experience increased from pre-test to post-test.

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16

Baldwin, Lynne y Khaled Sabry. "Learning styles for interactive learning systems". Innovations in Education and Teaching International 40, n.º 4 (noviembre de 2003): 325–40. http://dx.doi.org/10.1080/1470329032000128369.

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17

Burk, Deborah I. y Maylan Dunn. "Learning about Learning: An Interactive Model". Action in Teacher Education 18, n.º 2 (julio de 1996): 11–18. http://dx.doi.org/10.1080/01626620.1996.10462829.

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18

Zhumanazarov, Kuban y Salidin Kaldybaev. "IDEAS AND RESEARCH ON INTERACTIVE LEARNING". Alatoo Academic Studies 20, n.º 1 (30 de enero de 2020): 40–48. http://dx.doi.org/10.17015/aas.2020.201.05.

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The article analyzes the progressive ideas of pedagogy of the twentieth century, which contributed to the emergence of interactive learning. The project method and the laboratory brigade method have received a positive assessment in Western pragmatist pedagogy. These methods found support and were widely introduced in the initial stage of development of Soviet pedagogy. The contribution of pedagogy of cooperation to the formation of interactive learning is noted. The essence of the concept of interactive learning, the work of domestic and foreign authors who have studied this concept are analyzed. Interaction between students, as well as interaction with the teacher is considered an important sign of interactive learning.

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19

Yang, Dongming, Yuexian Zou, Zhu Li y Ge Li. "Learning Human-Object Interaction via Interactive Semantic Reasoning". IEEE Transactions on Image Processing 30 (2021): 9294–305. http://dx.doi.org/10.1109/tip.2021.3125258.

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20

NAE, Florentina Laura. "TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS". Pro Edu. International Journal of Educational Sciences 1, n.º 1 (21 de junio de 2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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21

Tarasenko, M. "ONLINE LEARNING: INTERACTIVE METHODS". Pedagogy of the formation of a creative person in higher and secondary schools 2, n.º 77 (2021): 49–53. http://dx.doi.org/10.32840/1992-5786.2021.77-2.9.

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22

Sabry, Khaled y Jeff Barker. "Dynamic Interactive Learning Systems". Innovations in Education and Teaching International 46, n.º 2 (mayo de 2009): 185–97. http://dx.doi.org/10.1080/14703290902843836.

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23

Schwartz, Donald. "MindSparks Interactive Learning Tools--". History Teacher 31, n.º 4 (agosto de 1998): 563. http://dx.doi.org/10.2307/494317.

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24

Kilroy, Andrea E. "Classroom Interactive Learning Strategies". Nurse Educator 44, n.º 6 (2019): 334. http://dx.doi.org/10.1097/nne.0000000000000691.

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25

Deeson, Eric. "Interactive learning systems evaluation". British Journal of Educational Technology 35, n.º 2 (marzo de 2004): 249–50. http://dx.doi.org/10.1111/j.0007-1013.2004.386_4.x.

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26

Akpinar, Y. y J. R. Hartley. "Designing interactive learning environments". Journal of Computer Assisted Learning 12, n.º 1 (marzo de 1996): 33–46. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00035.x.

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27

Diochon, Monica C. y Ann Frances Cameron. "Technology-Based Interactive Learning". Active Learning in Higher Education 2, n.º 2 (diciembre de 2001): 114–27. http://dx.doi.org/10.1177/1469787401002002003.

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28

Kilic, Eylem, Çetin Güler, H. Eray Çelik y Cemal Tatli. "Learning with interactive whiteboards". Interactive Technology and Smart Education 12, n.º 4 (16 de noviembre de 2015): 285–97. http://dx.doi.org/10.1108/itse-05-2015-0011.

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29

Holzinger, Andreas. "Interactive Machine Learning (iML)". Informatik-Spektrum 39, n.º 1 (29 de noviembre de 2015): 64–68. http://dx.doi.org/10.1007/s00287-015-0941-6.

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30

Raheb, Katerina El, Marina Stergiou, Akrivi Katifori y Yannis Ioannidis. "Dance Interactive Learning Systems". ACM Computing Surveys 52, n.º 3 (27 de julio de 2019): 1–37. http://dx.doi.org/10.1145/3323335.

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31

Barker, Bruce O. "Interactive Learning by Satellite". Clearing House: A Journal of Educational Strategies, Issues and Ideas 61, n.º 1 (septiembre de 1987): 13–16. http://dx.doi.org/10.1080/00098655.1987.10113899.

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32

Barker, Philip. "Designing Interactive Learning Systems". Educational and Training Technology International 27, n.º 2 (mayo de 1990): 125–45. http://dx.doi.org/10.1080/1355800900270202.

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33

Rider, Briana B., Silje C. Lier, Tisha K. Johnson y Dale J. Hu. "Interactive Web-Based Learning". American Journal of Preventive Medicine 50, n.º 1 (enero de 2016): 122–28. http://dx.doi.org/10.1016/j.amepre.2015.07.038.

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34

Moreno, Roxana y Richard Mayer. "Interactive Multimodal Learning Environments". Educational Psychology Review 19, n.º 3 (22 de junio de 2007): 309–26. http://dx.doi.org/10.1007/s10648-007-9047-2.

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Donovan, Tristan. "Nursery hones interactive learning". Children and Young People Now 2016, n.º 6 (15 de marzo de 2016): 29. http://dx.doi.org/10.12968/cypn.2016.6.29.

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González-Gómez, Antonia-Alejandra y Karla Jiménez-Comrie. "Interactive digital TV and its learning tools". Comunicar 13, n.º 26 (1 de marzo de 2006): 93–101. http://dx.doi.org/10.3916/c26-2006-15.

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Interactive Digital TV (IDTV) is a reality in the midst of the Information Society, is expected to allow the development of new interactive systems that may be useful in daily life as well as in other scopes such as education, politics and economics. The implications that IDTV requires to mature settles new challenges for both public and private authorities, and, demands also, new standards for other aspects such as technolgy applications, television industry, legal frames, social envioroments and education fields. This paper presents the basis of IDTV and also looks beyond to explore what are the outlines that can be used to provide an efficient broadcast and interactivity. La televisión digital interactiva es una realidad de la llamada «sociedad de la información» que funciona a partir de la difusión de la televisión directa, de las redes por cable y de la televisión digital terrestre, junto con la mejora de la calidad en la recepción y visualización de las señales televisivas, de los sistemas digitales de interacción y de la recepción portátil y móvil de la señal de televisión. En ese sentido, en el futuro se espera que las computadoras unidas con las emisiones televisivas digitales, permitan el desarrollo de sistemas interactivos que se puedan aplicar tanto en la vida cotidiana como en la educación formal y no formal. Las implicaciones que la televisión digital interactiva conlleva, provocan una reconversión en la tarea de los medios de comunicación y plantean nuevos retos en los poderes públicos y privados. En el campo educativo, la televisión digital interactiva representa oportunidades de interacción viva con el usuario, sin embargo en el momento actual, las investigaciones en este campo son escasas.

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37

Amershi, Saleema, James Fogarty, Ashish Kapoor y Desney Tan. "Effective End-User Interaction with Machine Learning". Proceedings of the AAAI Conference on Artificial Intelligence 25, n.º 1 (4 de agosto de 2011): 1529–32. http://dx.doi.org/10.1609/aaai.v25i1.7964.

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End-user interactive machine learning is a promising tool for enhancing human productivity and capabilities with large unstructured data sets. Recent work has shown that we can create end-user interactive machine learning systems for specific applications. However, we still lack a generalized understanding of how to design effective end-user interaction with interactive machine learning systems. This work presents three explorations in designing for effective end-user interaction with machine learning in CueFlik, a system developed to support Web image search. These explorations demonstrate that interactions designed to balance the needs of end-users and machine learning algorithms can significantly improve the effectiveness of end-user interactive machine learning.

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38

Nguyen, Viet Anh. "The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course". Journal of Information & Knowledge Management 16, n.º 04 (23 de noviembre de 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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Looi, Chee-Kit. "Interactive Learning Environments for Promoting Inquiry Learning". Journal of Educational Technology Systems 27, n.º 1 (septiembre de 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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40

Lee, Hyeon Woo. "Does Touch-based Interaction in Learning with Interactive Images Improve Students’ Learning?" Asia-Pacific Education Researcher 24, n.º 4 (26 de junio de 2014): 731–35. http://dx.doi.org/10.1007/s40299-014-0197-y.

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41

Huang, Jieya y Haojun Li. "Influencing Factors of Mobile Learning Interactive Behavior: Moderated Mediating Effect". International Journal of Information and Education Technology 12, n.º 8 (2022): 772–77. http://dx.doi.org/10.18178/ijiet.2022.12.8.1683.

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Using interactive behavior to improve the efficiency of mobile learning is an important measure. This research uses structural equation model to construct a mediator model that regulates mobile learning interactive behavior, and investigates the influencing factors and mechanism of mobile learning interactive learning behavior. The results of a questionnaire survey conducted on a sample of 418 undergraduate students revealed that platform functionality, self-efficacy, teacher supervision, perceived usefulness, perceived ease of use, and interactive attitude have a significant positive effect on interactive behavior; perceived ease of use influenced interaction attitude through the employment of perceived usefulness as a mediator, which in turn influenced interaction behavior; the process of perceived ease of use impacting interaction attitude is heavily influenced by teacher supervision. Therefore, mobile learning implementers can promote the interactive behavior of mobile learners by improving the ease of use and usefulness of the mobile learning platform, strengthening the role of teachers in the process of mobile learning, and creating a good mobile learning atmosphere.

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42

Nengsih, Yanti Karmila, Ciptro Handrianto, Piki Setri Pernantah, Ary Kiswanto Kenedi y Amayra Tannoubi. "The Implementation Of Interactive Learning Strategy To Formulating Learning Objectives In Package C Program". SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 10, n.º 2 (30 de mayo de 2022): 311. http://dx.doi.org/10.24036/spektrumpls.v10i2.117215.

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The implementation of interactive learning strategy in teaching-learning activities may encourage multiple interaction between tutors and learners to achieve their learning objectives. This study aims to identify the effectiveness of interactive learning strategy by tutors to formulate learning objectives among learners in Package C program. The methodology used in this study is quantitative with descriptive approach in analysing the data. There were 30 Package C learners in Binuang Sakti Group in Padang involved with this study. They filled in the questionnaire related to their perception on interactive learning strategy applied by tutors during their study in Package C program. The results of the study show that majority of learners agree that the tutors helped them to formulate learning objectives by implementing interactive learning in their classes. The conclusion of study is that the implementation of interactive learning in Binuang Sakti Group of Package C in Padang is effective to help learners to determine their learning objectives to participate in Package C program.

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Rasch, Thorsten y Wolfgang Schnotz. "Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency". Learning and Instruction 19, n.º 5 (octubre de 2009): 411–22. http://dx.doi.org/10.1016/j.learninstruc.2009.02.008.

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Zhumanazarov, Kuban. "BACKGROUND OF THE FORMATION OF INTERACTIVE LEARNING". Alatoo Academic Studies 19, n.º 3 (30 de octubre de 2019): 38–45. http://dx.doi.org/10.17015/aas.2019.193.04.

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In the modern education system, new teaching methods and technologies that are successfully used in the educational process. They are aimed at the complete assimilation of educational material, at the application of acquired knowledge in practice, at ensuring the effectiveness of training. Among them, an important place is occupied by interactive training. Interactive learning is realized when the student independently learns the learning material, participates in a dialogue with students, interacts with each other, and applies the acquired knowledge in practice. The main characteristic of interactive learning is student interaction. Student interaction is not a new concept; it has been created for centuries. The article examines the formation and development of student interactions in the learning process.

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Vijoriya, Arjun Singh y Dr Ranjan Maheshwari. "Heart Rate Variability Analysis of PC Interactive E-Learning Studies". International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (31 de octubre de 2018): 916–23. http://dx.doi.org/10.31142/ijtsrd18644.

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46

Rowe, Jonathan y James Lester. "A Modular Reinforcement Learning Framework for Interactive Narrative Planning". Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 9, n.º 4 (30 de junio de 2021): 57–63. http://dx.doi.org/10.1609/aiide.v9i4.12636.

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A key functionality provided by interactive narrative systems is narrative adaptation: tailoring story experiences in response to users’ actions and needs. We present a data-driven framework for dynamically tailoring events in interactive narratives using modular reinforcement learning. The framework involves decomposing an interactive narrative into multiple concurrent sub-problems, formalized as adaptable event sequences (AESs). Each AES is modeled as an independent Markov decision process (MDP). Policies for each MDP are induced using a corpus of user interaction data from an interactive narrative system with exploratory narrative adaptation policies. Rewards are computed based on users’ experiential outcomes. Conflicts between multiple policies are handled using arbitration procedures. In addition to introducing the framework, we describe a corpus of user interaction data from a testbed interactive narrative, CRYSTAL ISLAND, for inducing narrative adaptation policies. Empirical findings suggest that the framework can effectively shape users’ interactive narrative experiences.

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47

Janawati, Desak Putu Anom, Putu Beny Pradnyana y N. W. S. Darmayanti. "E-BOOK INTERAKTIF MEMBACA MENULIS PERMULAAN". Jurnal Utilitas 8, n.º 1 (21 de febrero de 2022): 12–16. http://dx.doi.org/10.22236/utilitas.v8i1.8586.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively.

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48

Janawati, Desak Putu Anom, Putu Beny Pradnyana y N. W. S. Darmayanti. "Developing Interactive E-Book for Early Reading-Writing Stage at Class I Elementary School". Pedagogia : Jurnal Pendidikan 11, n.º 1 (22 de noviembre de 2021): 31–36. http://dx.doi.org/10.21070/pedagogia.v11i1.1466.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively

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Barabanova, Elena I. "Theoretical and practical researches of interactive method in learning a foreign language". Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, n.º 3 (23 de diciembre de 2021): 209–15. http://dx.doi.org/10.34216/2073-1426-2021-27-3-209-215.

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The article discusses the features of using interaction as methodological basis of organisation of interactive approach and its role in interactive learning. The author compares different points of view and suggests methodological assumptions about the reorganisation of the traditional approach to the practice of learning how to work out the skills of interpersonal communication. The author notes that interactive approach means interaction of all members of learning process which helps to exchange authentic information in a foreign language. The author gives methodological grounds developing skills of informational exchange in a foreign language and possessing experience of communication using interactive exercises. The article analyses principles of interactive learning a foreign language via interaction which results in the development of social processes in the society. The author considers it conforming that in the past years in the methodology of teaching foreign languages, there has been a tendency to change the position and to move from the communicative approach to its variety – the interactive approach, since interactive learning of a foreign language proposes the usage of training, role and business-like games, competitions, performances, warming-up, discussions, brainstorming, which will enlarge the level of interaction in a foreign language. The author believes that interactive learning will permit to solve many problems in the development of communicative skills and promote success in learning a foreign language which is the aim of its usage.

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50

Geranmayeh, Mehrnaz, Zinat Keshtkar Bareghany, Mitra Zolfghari y Farahnaz Azizi. "Interactive and non-interactive e-learning in prenatal care". British Journal of Midwifery 29, n.º 10 (2 de octubre de 2021): 564–70. http://dx.doi.org/10.12968/bjom.2021.29.10.564.

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Background/Aims Ongoing education of midwives plays a key role in high-quality prenatal care and pregnant women's health. In Iran, online education has received growing attention because of the COVID-19 pandemic. This study aimed to compare the effects of interactive and non-interactive e-learning on midwives' knowledge and self-efficacy. Methods This quasi-experimental study involved 76 midwives working in prenatal care in health centres who were randomly divided into two groups: interactive e-learning via computers and non-interactive e-learning via mobile applications. Knowledge and self-efficacy were measured pre- and post-intervention using an online questionnaire and differences were analysed using the chi-squared and t tests. Results Knowledge scores in nutrition, exercise, and overall care during pregnancy increased significantly in both groups in the post-intervention phase. Self-efficacy scores increased in exercise and overall care in the interactive e-learning group. The self-efficacy scores for all four studied items improved significantly in the smartphone group. The two groups' knowledge and self-efficacy scores were not significantly different post-intervention. Conclusions E-learning had positive effects on the knowledge and self-efficacy of midwives. The researchers suggest using these approaches alongside conventional in-service education methods.

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