Статті в журналах: "Active methods training"

1

Oliinyk, N. A. "ACTIVE TEACHING METHODS IN TRAINING AGRICULTURAL INDUSTRIALS." Innovate Pedagogy, no. 28 (2020): 188–91. http://dx.doi.org/10.32843/2663-6085/2020/28.35.

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Porto, V. W., and D. B. Fogel. "Alternative neural network training methods [active sonar processing]." IEEE Expert 10, no. 3 (June 1995): 16–22. http://dx.doi.org/10.1109/64.393138.

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Pavliuk, O. I. "Active Methods of Psychological Training of College Students." Soviet Education 33, no. 3 (March 1991): 51–66. http://dx.doi.org/10.2753/res1060-9393330351.

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Liu, Hong Yi, Hai He Guan, and Zhi Yan Zhao. "Study on Active Safety Training Methods in Coal Industry." Advanced Materials Research 726-731 (August 2013): 921–25. http://dx.doi.org/10.4028/www.scientific.net/amr.726-731.921.

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In the process of coal production in China, people's unsafe behaviour is the main factor in the system safety. Therefore, the key work in the safety management of coal mine enterprises is reducing or eliminating the unsafe behaviour of people. To solve the injury problems of coal mine enterprises and achieve intrinsic safety, we must carry out effective safety training and management so that employees can transform from the "want me to safety" to "I want safety", make safety management active in coal mine production and achieve fundamental safe production. How to train the ability of "independent safety" should be said that a new direction, the traditional way often emphasis on instilling knowledge and skills training. To stimulate employees' awareness of "I want safety" is still a difficult problem which has no system method and theory yet. This paper aims to study these questions and try to provide some new methods and ideas to improve coal mine safety training.

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5

Petkova, Iskra. "METHODS FOR STIMULATION OF ACTIVE LEARNING IN STUDENTS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 339–44. http://dx.doi.org/10.35120/kij3002339p.

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In pedagogical practice as a whole there is a growing tendency of employing methods and means that stimulate and activate students to learn during the training process and to enhance their cognitive and professional competencies. An empiric study has been conducted, to discuss and analyze the level of assessment made by students, on methods for active learning stimulation. A survey has been conducted among students studying in two professional orientations. An assessment card has been developed, with main question “Lecturers stimulate active learning of students by using predominantly the following training methods”, structured in two main parts: a) assessment of methods used by the lecturers in the process of training (from 2 to 6 ascending index scale); b) lecturers create conditions for active learning of students by providing opportunity for students to ask questions; give freedom for sharing own ratiocinations; use multimedia devices; include examples from practice; relate the problem to students’ future profession; use various means and techniques (three-index responsive scale: 1 – never, 2 – sometimes, 3 – always). Scope of survey - 102 students from the Medical college at the Medical University of Pleven, from two departments - Health Care (N = 45) and Social Activities (N=57) who have participated voluntarily. The data from the survey for the first part of the question have been analyzed for each department and for the second part the total results from the survey among students from both professional orientations have been shown. Relative rate of highest index responses only are displayed in tables, as they use the highest index and show most determined, explicit choice. The three units subject to analysis, with highest rate of assessment of training methods employed by lecturers, marked by the respondents from Health Care Department are: Seminars -77,78%, Laboratory and Practice - 76,56%, Lectures - 62,22%; results for respondents from Social Activities Department: Case Solving - 68,42%; Lecture, Game Method, Situational Method - 66,68%; Project Method - 56,14%. Regarding the methods for activation of students attitude during the training process the first three places of highest absolute rate of units of analysis, the respondents determine “opportunity for students to ask questions”- 85,29%; “freedom for sharing own ratiocinations” - 82,35%; “using multimedia devices” - 79,41%. The employed methods of training define the main frame for the learning process and support the subject-subjective pedagogical interactions between lecturers and students, for achieving specific educational objects and stimulation the activity in mastering professional knowledge, for creation of a real relation between training and practice. In the training process the lecturers stimulate students’ active attitude by creating conditions for searching answers to various issues, for free expression of opinions and self-development of future specialists.

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Литвинов, Анатолий Леонидович. "Active methods of training in the Maple computer mathematics system." Technology audit and production reserves 1, no. 4(15) (February 6, 2014): 38. http://dx.doi.org/10.15587/2312-8372.2014.21702.

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Marienko, О. А. "ACTIVE AND INTERACTIVE METHODS OF TRAINING IN HIGHER EDUCATION INSTITUTIONS." Vestnik scientific and methodological council in environmental engineering and water management, no. 17 (2020): 29–34. http://dx.doi.org/10.26897/2618-8732-2020-17-29-34.

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Li, Weizhan, Xianying Yang, Zhaofeng Lu, and Alex Yau. "The Training Methods for Students’ Active and Efficient Idea Consciousness." Energy Procedia 17 (2012): 1926–31. http://dx.doi.org/10.1016/j.egypro.2012.02.334.

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Kalbergenova, Sh, B. Sansyzbayeva, and B. Koshkarbayeva. "ACTIVE TEACHING METHODS AND THEIR PLACE IN THE EDUCATIONAL PROCESS." BULLETIN Series of Philological Sciences 71, no. 1 (April 23, 2020): 655–59. http://dx.doi.org/10.51889/2020-1.1728-7804.111.

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Historically, the oldest group of methods are verbal and then written methods. It should be noted that in the early years of the formation of the theory and practice of teaching in the Soviet school, a large place, if not the most important thing, was assigned to active teaching methods - heuristic, research, especially excursions, laboratory, practical research. Teaching methods are the most important structural components of a holistic pedagogical process, which includes the goals and objectives of training, the content, the forms of organization of training and its results. As you know, the main characteristic of the learning process is its purpose, on which the choice of the content of education (training material) depends. The teaching methods should correspond to this content.

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Karimsakova, Bibigul, Nurgul Abenova, Gulnar Sahipova, Zhanyldyk Kulkaeva, Tlesh Zhumabayeva, and Akbayan Imanbaeva. "Experience of Application and Assessment of Effectiveness of Active Training Methods." Journal of Engineering and Applied Sciences 14, no. 20 (October 31, 2019): 7466–74. http://dx.doi.org/10.36478/jeasci.2019.7466.7474.

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Efremova, Oksana N., Tatyana O. Ivanova, Inna V. Plotnikova, and Olga N. Chaykovskaya. "Innovative computer technologies as an implementer of active methods of training." SHS Web of Conferences 28 (2016): 01031. http://dx.doi.org/10.1051/shsconf/20162801031.

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12

Lopatynska, Iryna. "MODERN TECHNOLOGIES FOR TRAINING AND ADVANCED TRAINING OF POLICE OFFICERS." Ukrainian polyceistics: theory, legislation, practice 1, no. 1 (April 2021): 182–88. http://dx.doi.org/10.32366/2709-9261-2021-1-1-182-188.

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The article is devoted to the study of high effectiveness of active forms, methods and technologies of training police officers during educational process. The system of training police officers combines psychological, theoretical and practical aspects It is noted the important tool for the professional activity of law enforcement officers of Ukraine is the study of advanced professional experience of law enforcement agencies in Europe. As the employee of the National Police is focused on effective solving the tasks facing him, but constant psychological support and awareness of the possibility of professional development.

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13

Shtelmakh, H. B. "ACTIVE TEACHING METHODS IN THE SCHOOL OF YOUNG TEACHER." Educational Dimension 2 (May 19, 2022): 137–42. http://dx.doi.org/10.31812/educdim.5033.

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This article is devoted to the problem of searching of active methods of teaching in young teacher's schools, to the pedagogical conditions which provide effective results of usage of a business game in training young teachers for professional activity. Great attention is paid to the active methods such as: pedagogical situations, discussions, conferences.

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Ağası qızı Əsədova, Fatma. "Active training-as a requirement of educational reform." SCIENTIFIC WORK 15, no. 3 (March 24, 2021): 55–58. http://dx.doi.org/10.36719/2663-4619/64/55-58.

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In every society, education has served ensuring the interests of the people as a social process. This is so because man is not for education, education is for man. The education reform implemented in the country is aimed at creating a National Education System and is based on the most preferred principles of democratization, humanization, integration, differentiation, individualization and a number of principles in modern times. The implementation of these principles implies that the student becomes a key participant in the educational process, forming him as a personality. As time changes, so does the education system. Curricula, the content of education and training methods must also change. Active training methods are one of the most important training methods in the field of education in our globalized world. Key words: active training, globalizing world, education reform, cooperation, individualization

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15

Sutton, Carole. "Training Parents to Manage Difficult Children: A Comparison of Methods." Behavioural Psychotherapy 20, no. 2 (April 1992): 115–39. http://dx.doi.org/10.1017/s0141347300016906.

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This study examined the efficacy of training parents in different methods of child management, using social learning theory/behavioural principles. Following an encouraging pilot study, thirty-seven pre-school children, six girls and thirty-one boys, were allocated to one of four methods of parent training: group, home visit, telephone, or waiting list/delayed intervention control. Assessment conducted pre- and post-intervention and at twelve to eighteen months follow-up indicated clinical improvement for all three active intervention conditions compared to the waiting list control condition. There were no significant differences between the three active intervention conditions either at post-intervention or at follow-up. Results are discussed in terms of their theoretical and practical implications.

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Santosa, Setyarini, Ika Pratiwi Simbolon, and Vita Elisa Fitriana. "Active Learning dalam Pembelajaran Akuntansi di SMA/SMK." ACADEMICS IN ACTION Journal of Community Empowerment 3, no. 1 (August 9, 2021): 23. http://dx.doi.org/10.33021/aia.v3i1.1510.

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<p>Technological developments have a major impact on world businesses, such as technology-based companies. These changes also encourage for several adjustment in accounting scope. Therefore, educators are expected to be able to convey accounting knowledge in terms of its application concept in company business processes. To help delivering accounting skills, educators can use management methods in the form of active learning that focuses class activities in the active participation of each student. The purpose of this activity is for training educators to be able to apply appropriate active learning methods in accounting learning materials at SMA/SMK. When the training was conducted, each participant is invited to discuss and try to apply active learning methods. In addition, presenter also explain the data about effectiveness of active learning implementation which is shown through increasing students' understanding of the material being taught. At the end, discussions and trainings of active learning methods could provide new ideas for participants to deliver more varied subject matter.</p>

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Molina-Torres, María-Pilar, and Raimundo Ortiz-Urbano. "Active Learning Methodologies in Teacher Training for Cultural Sustainability." Sustainability 12, no. 21 (October 30, 2020): 9043. http://dx.doi.org/10.3390/su12219043.

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Within the framework of sustainable development, the concept of cultural heritage is linked to the heritage awareness of a specific spatial context, and to the conservation of collective memory. Despite the clear interest in cultural sustainability, the lack of research devoted to interpreting different teaching methods for transmitting patrimonial assets and preserving natural heritage is noteworthy. For this reason, the present study takes various scientific contributions as the background for considering sustainable education as a fundamental instrument to recover and conserve heritage resources, both from an informative and educational point of view. The aim of this study was to assess the training of new teachers in terms of the particular skills needed to develop active learning methods related to the teaching of heritage sustainability. The research sample consisted of 488 students in the Degree in Primary Education program. The methodology combined both qualitative and quantitative techniques, to obtain information from both observation and an opinion survey given to the students. The results show several opinions related to achieving and facilitating the implementation of innovative methodologies, due to a lack of initial university training. Generally speaking, this work provided an opportunity for students to analyze a series of prejudices regarding their working methods, and to overcome excessive theorization in their university studies.

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18

Bordovskaia, Nina, Larisa Darinskaya, and Olga Zhebrovskaia. "Didactic Tools’ of Selection in the Use of Active and Interactive Training Methods." Procedia - Social and Behavioral Sciences 217 (February 2016): 26–33. http://dx.doi.org/10.1016/j.sbspro.2016.02.009.

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Rahimi, Mehrzad, Zeyu Wang, Abdollah Shafieezadeh, Dylan Wood, and Ethan J. Kubatko. "Exploring Passive and Active Metamodeling-Based Reliability Analysis Methods for Soil Slopes: A New Approach to Active Training." International Journal of Geomechanics 20, no. 3 (March 2020): 04020009. http://dx.doi.org/10.1061/(asce)gm.1943-5622.0001613.

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Bilokonna, N. I. "THE ROLE OF ACTIVE TEACHING METHODS IN LANGUAGE PREPARATIONS FOR FUTURE TEACHERS." Educational Dimension 5 (June 26, 2003): 50–53. http://dx.doi.org/10.31812/educdim.5136.

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The article is devoted to the problem o f using active methods of teaching in Higher Institutions which ensure better results of language training of future teachers. Special attention is payed on such active methods as business game,discussion.

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Patturina, Natal'ja. "Active teaching methods as a resource for effective training and education of primary school students." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 14 (2020): 275–83. http://dx.doi.org/10.5937/zrufpl2014275p.

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The article discusses the main resources for the effective education of primary schoolchildren that contribute to successful adaptation to school, the development of the personality of a primary schoolchild - such as: active teaching methods, positive personal characteristics of the teacher, positive personality characteristics of the student, cognitive activity, favorable psychological climate in the classroom; it is proved that active teaching methods actualize such resources as cognitive activity of primary school children, favorable psychological climate in the classroom, positive personality characteristics of a teacher and a student; it is described the main groups of active teaching methods; some active teaching methods developed by the best teachers of elementary schools in Russia are given as an example.

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Palaniyammal, R., and P. N. Lakshmi Shanmugam. "Interactive Teaching Methods and Learning Style." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 7. http://dx.doi.org/10.21839/jaar.2018.v3is1.157.

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Interactivity involves learning through communication, it produces a confrontation of ideas, opinions and arguments, and it creates learning situations centered on the children’s availability and willingness to cooperate, on the mutual influence within classes. Learning based on active methods represents a new trend for teachers and a new way of life for students. By means of active-participatory methods, the student is able to work with his/her colleagues so as to ensure the smooth running of the training process. The interactive teaching methods and learning style. Is one of great interest, the proof being the concern of the people within the education.

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Knecht, Chiara P., Celine M. Muehlethaler, and Achim Elfering. "Nontechnical Skills Training in Air Traffic Management Including Computer-Based Simulation Methods." Aviation Psychology and Applied Human Factors 6, no. 2 (September 2016): 91–100. http://dx.doi.org/10.1027/2192-0923/a000103.

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Abstract. The aim of the present paper is to introduce a simulation-based nontechnical skills training for air traffic controllers, by presenting the scientific analyses for the training development as well as the prototype training. The training combines theoretical background about human factors (situation awareness, decision making, stress and workload management, communication, team work, threat and error management, and fatigue management) with the training of scenarios in a simulation. Furthermore, the training comprises support material for briefings and debriefings as well as an instructor training. The use of simulation-based methods allows for an active learning environment that reinforces transfer processes from training to real work settings of controllers, an adaptation to changing training contents, and thus guarantees an innovative approach to flight safety.

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Baranova, Ekaterina Mikhailovna. "Evaluating the effectiveness of the use of active teaching methods." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 73–84. http://dx.doi.org/10.51314/2073-2635-2016-4-73-84.

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In the article the theoretical studies of the relevance of the problem of the use of active and interactive teaching methods in the education system are carried out, the factors that determine the effectiveness of their use are presented, the dependence among bachelors of engineering training areas of ready to reveal the natural-science nature of the problems encountered in the course of professional activity, and the ability to attract to their solutions relevant physic-mathematical apparatus of cognitive independence and perceptual-interactive competence are obtained, model evaluate the effectiveness of the application of active learning methods for the formation of core competencies in the mathematical preparation is proposed.

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Katz, M. L. "Advantages of Domestic and Foreign Methods of Pop Vocal Training." Uchenye Zapiski RGSU 19, no. 4 (December 29, 2020): 194–202. http://dx.doi.org/10.17922/2071-5323-2020-19-4-194-202.

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the aim of the study is to conduct a comparative analysis of modern domestic and foreign methods of teaching pop vocals of college students in terms of their effectiveness. Thanks to globalization, the internationalization of cultures, the active introduction of an electronic educational environment, distance and online learning, it became possible to quickly master many vocal techniques, teaching methods and apply them in practice. In this regard, the need to compare and evaluate modern domestic and foreign methods of teaching pop vocals, as well as identify advantages and determine the prospect of their further application in pedagogical practice, becomes relevant.

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Vasilakes, Jake, Rubina Rizvi, Genevieve B. Melton, Serguei Pakhomov, and Rui Zhang. "Evaluating active learning methods for annotating semantic predications." JAMIA Open 1, no. 2 (June 27, 2018): 275–82. http://dx.doi.org/10.1093/jamiaopen/ooy021.

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Abstract Objectives This study evaluated and compared a variety of active learning strategies, including a novel strategy we proposed, as applied to the task of filtering incorrect semantic predications in SemMedDB. Materials and methods We evaluated 8 active learning strategies covering 3 types—uncertainty, representative, and combined—on 2 datasets of 6,000 total semantic predications from SemMedDB covering the domains of substance interactions and clinical medicine, respectively. We also designed a novel combined strategy called dynamic β that does not use hand-tuned hyperparameters. Each strategy was assessed by the Area under the Learning Curve (ALC) and the number of training examples required to achieve a target Area Under the ROC curve. We also visualized and compared the query patterns of the query strategies. Results All types of active learning (AL) methods beat the baseline on both datasets. Combined strategies outperformed all other methods in terms of ALC, outperforming the baseline by over 0.05 ALC for both datasets and reducing 58% annotation efforts in the best case. While representative strategies performed well, their performance was matched or outperformed by the combined methods. Our proposed AL method dynamic β shows promising ability to achieve near-optimal performance across 2 datasets. Discussion Our visual analysis of query patterns indicates that strategies which efficiently obtain a representative subsample perform better on this task. Conclusion Active learning is shown to be effective at reducing annotation costs for filtering incorrect semantic predications from SemMedDB. Our proposed AL method demonstrated promising performance.

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Postoiuk, Nataliia, and Irina Rabchun. "ACTIVE METHODS OF FUTURE EDUCATIONAL ASPECTS TRAINING IN THE WORKS OF UKRAINIAN SCIENTISTS-PEDAGOGUES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 57–59. http://dx.doi.org/10.17721/2415-3699.2018.8.15.

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The article analyzes current ideas about the problem of practical training of future specialists in the educational sphere. The content, historical aspect, specificity of active teaching methods in the experience of Ukrainian educators of the past and the present have considered in detail. A special emphasis is put on modern technologies for teaching students. Exceptional attention has been paid to interactive methods and teaching methods in the higher education institutions. The competent use of various active methods of teaching while conducting classes in higher education institutions makes it possible to make the process of mastering theoretical knowledge and the formation of practical skills not only interesting but also more productive. It has been proved that during such classes the level of cognitive activity of the students increases, the acquired knowledge is more flexible, critical thinking develops and the ability to make creative non-standard decisions is formed, future specialists become independent learners. The activity of the teacher is inferior to the activity of the listeners. Thus, it has been concluded that the use of active methods in the educational process of institutions of higher education provides the necessary conditions for the development of creative abilities of students, the desire to improve their own professional level, the formation of professional and personal qualities, the possession of modern educational innovations and their implementation in the educational process of higher education, formation of the ability to navigate new situations, find new approaches to solving professional situations and generalize their own pedagogical experience. The choice of active teaching methods helps to attract students to active communicative activities during classes, promotes self-mastery of skills and abilities, the search for the necessary linguistic means, and the ways of solving various tasks.

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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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Panchuk, Nataliia, and Olena Secheiko. "To the Problem of Formation of a Value Component by Active Methods of Study in the Process of Professional Training of a Student." Collection of Research Papers "Problems of Modern Psychology", no. 54 (December 3, 2021): 160–84. http://dx.doi.org/10.32626/2227-6246.2021-54.160-184.

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Danylevych, Myroslava, and Olha Romanchuk. "ACTIVE TEACHING METHODS IN PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL EDUCATION AND SPORT." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(44) (May 30, 2019): 47–52. http://dx.doi.org/10.24144/2524-0609.2019.44.47-52.

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Unverzagt, Frederick W., Lin T. Guey, Richard N. Jones, Michael Marsiske, Jonathan W. King, Virginia G. Wadley, Michael Crowe, George W. Rebok, and Sharon L. Tennstedt. "ACTIVE Cognitive Training and Rates of Incident Dementia." Journal of the International Neuropsychological Society 18, no. 4 (March 9, 2012): 669–77. http://dx.doi.org/10.1017/s1355617711001470.

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AbstractSystematic cognitive training produces long-term improvement in cognitive function and less difficulty in performing activities of daily living. We examined whether cognitive training was associated with reduced rate of incident dementia. Participants were from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study (n = 2,802). Incident dementia was defined using a combination of interview- and performance-based methods. Survival analysis was used to determine if ACTIVE treatment affected the rate of incident dementia during 5 years of follow-up. A total of 189 participants met criteria for incident dementia. Baseline factors predictive of incident dementia were older age, male gender, African American race, fewer years of education, relationship other than married, no alcohol use, worse MMSE, worse SF-36 physical functioning, higher depressive symptomatology, diabetes, and stroke (all p < .05). A multivariable model with significant predictors of incident dementia and training group revealed that cognitive training was not associated with a lower rate of incident dementia. Cognitive training did not affect rates of incident dementia after 5 years of follow-up. Longer follow-up or enhanced training may be needed to fully explore the preventive capacity of cognitive training in forestalling onset of dementia. (JINS, 2012, 18, 1–9)

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Muntian, O. V., M. A. Goray, V. L. Muntian, M. M. Shinkaruk-Dykovytska, and T. O. Tepla. "Introduction of interactive teaching methods in the doctors–dentists training." Reports of Vinnytsia National Medical University 22, no. 4 (December 28, 2018): 691–95. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(4)-21.

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The aim of the work is to evaluate the effectiveness of the “Business Game” method in shaping the skills of a future dentist among students of the 5th year of the dental faculty. The main part of the article includes the experience of using the method of “Business Game” at the Department of Therapeutic Dentistry at National Pirogov Memorial Medical University, Vinnytsya, which facilitates the formation of professional skills and abilities of the future dentist in conditions that are as close as possible to practical health care, stimulates active participation of students in collective collaboration, promotes the introduction of interdisciplinary integration into the educational process. Modelling the professional situation using the “Business Game” method allows students not only to solve the problem, but also to develop tactics of behaviour in conditions that are most closely related to the actual clinical situation that they will encounter during practical activities. They learn to work in a team, defend their own opinion, hold discussions with their opponents. Educational games allow you to improve practical skills and teach students to solve complex clinical problems in the absence of a patient. Using role-playing games during practical classes can increase the interest of students in future professional activities. So, Application of interactive methods in the educational process allowed to reveal the creative abilities of students, promoted the development of clinical thought, the practice of practical skills and skills in conditions that are as close as possible to practical health care. The study showed that the use of the “Business Game” method has increased material absorption by 11.2% compared to the control group. “Business games” stimulates active participation of all students in collective cooperation, promotes the introduction of interdisciplinary integration into the educational process. The usage of the “Business Game” improves the quality of clinical training of the future dentist in the context of reforming the modern health system.

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Collet, Timothé, and Olivier Pietquin. "Optimism in Active Learning." Computational Intelligence and Neuroscience 2015 (2015): 1–17. http://dx.doi.org/10.1155/2015/973696.

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Active learning is the problem of interactively constructing the training set used in classification in order to reduce its size. It would ideally successively add the instance-label pair that decreases the classification error most. However, the effect of the addition of a pair is not known in advance. It can still be estimated with the pairs already in the training set. The online minimization of the classification error involves a tradeoff between exploration and exploitation. This is a common problem in machine learning for which multiarmed bandit, using the approach of Optimism int the Face of Uncertainty, has proven very efficient these last years. This paper introduces three algorithms for the active learning problem in classification using Optimism in the Face of Uncertainty. Experiments lead on built-in problems and real world datasets demonstrate that they compare positively to state-of-the-art methods.

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Dotsenko, V. V. "Methods of developing stress resistance of law enforcement officers at the stage of professional training." Law and Safety 69, no. 2 (December 26, 2018): 29–35. http://dx.doi.org/10.32631/pb.2018.2.04.

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The results of theoretical analysis of modern directions, approaches and methods of stress management have been presented. It has been determined that the classification of methods of stress management depends on the type of psychotherapy, the direction of work with stress, time parameters of interaction with stress factors, the method of influencing the functional state, the method of anti-stress influence, etc. Based on the analysis of various scientific approaches, the methods of developing the ability to handle stress from law enforcers who study in higher education institutions with specific learning conditions are systematized and divided into three branches: prevention, neutralization and correction of stress, and recovery of organism resources. A series of trainings aimed on the formation and development of stress resistance and resource conservation among police officers at the stage of professional training were presented. For the first year cadets of Kharkiv National University of Internal Affairs a training program “Adaptation” was developed, the purpose of which is to develop skills and abilities of self-organization of the person that are essential for studying in higher education institutions with specific learning conditions; development of responsibility, social courage, high standards of behavior and motivation of achievement; development of active and prosocial models of behavior. For the second year cadets, a training program “Stress and Lifestyle” was developed, the purpose of which is the formation of rules of psycho-hygiene and mastering the methods of self-regulation of stress. For the third year cadets there is a training “Professional stress”, which task is to develop responsibility for personal development and promote self-realization and the formation of a cadet as a self-sufficient creative person. Also for the third year cadets we offer personal growth training “Life design of the person”, the purpose of which is to form the need for an active life position, willingness for self-development, self-improvement and increase of responsibility for one’s own life. On the basis of the research, conclusions were made on the expediency of the integrated implementation of the training system as a mean of forming and developing stress resistance and enhancing the existing personal resources of police officers at various stages of professional training.

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Sorokoumova, Galina V. "Methods for developing the creative potential of future teacher-linguists in their studies." SHS Web of Conferences 117 (2021): 06004. http://dx.doi.org/10.1051/shsconf/202111706004.

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The paper reveals the need to solve the problem of improving the quality of training of a future teacher at a university in the context of state requirements for the modernization of national education. The object of consideration in the paper is the quality of preparation of a future teacher of a foreign language at a university, the subject is the development of the creative potential of the teacher’s personality through the use of active methods, among which creativity training is of primary importance. The content of the paper is based on the analysis and generalization of scientific publications that reveal the issues of the quality of education, requirements for the professional personality and activities of the teacher, characterizing active teaching methods in teacher training. To diagnose the creative potential of students willing to become teachers of a foreign language, the study used the test developed by H. Sievert. At the formative stage, the students of the experimental group, in addition to traditional training, participated in creativity training. The paper presents the results of diagnostics of indicators of the creative potential of future foreign language teachers as a result of the use of creativity training. The participants in the experimental training had an understanding of their capabilities, the development of the skills and abilities necessary for introducing creative activity in the future profession, the adaptation of new knowledge, skills, and abilities to their psychological characteristics (interiorization). The practical significance of the study lies in the introduction of creativity training into the system of training a future foreign language teacher at a university to improve the quality of the curriculum by influencing the psychological mechanisms of the professional and personal development of students.

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Skorin, Yuri, and Alexander Shcherbakov. "Modern interactive teaching methods in the field of algorithmization and software testing as a concept for improving the effectiveness of the educational process." Bulletin of Kharkov National Automobile and Highway University, no. 94 (December 16, 2021): 232. http://dx.doi.org/10.30977/bul.2219-5548.2021.94.0.232.

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It is determined that the implementation of the concept of modern higher education requires in-depth analysis of training in all areas of higher education, which contributes to the creation of new approaches to organizing the educational process in higher education using modern teaching methods, including active and interactive methods. Based on the analysis of special literature and generalization of practical experience of training in higher education, several active teaching methods were considered, focused on the active participation of the student in self-development, taking into account their personality. It is emphasized that the organization of interactive learning involves: solving creative problems, modeling of life situations, joint problem solving and more. The analysis proved that the use of active and interactive teaching methods in the training of future professionals contributes to the activation of students' cognitive activity, as well as the quality of learning material and teamwork skills, achieving a level of high professional competence.

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Carp, Ion, Andrei Fisticanu, and Ina Truhin. "Training of Physical Education Competences of the Secondary School Pupils by Interactive Methods." GYMNASIUM XIX, no. 2 (August 1, 2019): 23. http://dx.doi.org/10.29081/gsjesh.2018.19.2.02.

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The modernization of the secondary education process involves several components such as: didactic projects, pupils' knowledge and assessment techniques and tools, educational partnerships, extracurricular activities, an active didactic methodology. Learning by means of cooperation of pupil-on-pupil type is more effective than individual learning, which leads, in terms of pupils’ interaction, to an advantage found in feelings of acceptance and sympathy. In the context of what has been said, we aimed to investigate the issue of making the physical education competences of pre-university institutions more efficient by applying interactive methods, as the methodology emphasizes research-discovery learning, own effort learning, independent or directed, on creative thinking and imagination. Based on the study of the specialized bibliography, the practical experience accumulated in the instructive-educational work with the pupils, as well as the research, we have succeeded in demonstrating that the use of active-participatory methods accelerates knowledge acquisition, abilities training and motor skills.

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Olena, Ivanova. "Methods aimed at facilitating service sector specialist’s activity in the process of professional development." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 61–68. http://dx.doi.org/10.24195/2617-6688-2019-2-9.

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The relevance of the article is determined by the rapid socio-economic transformations in the life of Ukraine, which put forward new requirements for the training of specialists in the service sector. The formed professional position of the specialist facilitates its implementation in the modern labour market. It has been proved to be important to develop the service sector specialist’s activity in the process of professional development based on the promotion of his / her professional positions. It has been found out that professional training is one of the most effective methods of human change aimed at personal and professional development through the acquisition, analysis and reassessment of person’s own life experience in the process of a group interaction. It has been determined that professional trainings allow the specialists of the service sector to realize his / her active professional position, to show a positive motivation concerning his / her high quality self-change. It has been noted that the acquisition of new competencies by specialists due to the development of the service industry alongside with the improvement of the management of the organization, ways of interaction of specialists representing its certain units appear to be the results of the training. Career orientation is noted to be a factor which enables revealing an active professional position of a service sector specialist. Career is the result of a person’s conscious professional position and behavior associated with the official or professional growth. Achievement of career goals is associated with the activity of professional development, including both the effectiveness of the self-learning processes and the initiative in the search for ways of self-realization in the profession according to the vertical scale. The article summarizes the ways to identify an active professional position for service professionals representing different social levels. It has been revealed that this position of the one who is the owner of the business is different from the position of the one who performs the role of an employee. The role of team building within the communicative and social spheres aimed at the organization of a professional team; the creation of corporate foundations, traditions of business owners, which will determine the role positions of each employee; the realization of the potential and resource capacity of each specialist; the elaboration of the route of business development, taking into account the characteristics of the team members as a resource base has been designated. Key words: active professional position, identification, a service sphere specialist, professional training, career, team building.

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SMIRNOVA, OLGA V., and LUDMILA P. TIKHONOVA. "ACTIVE TEACHING METHODS IN THE DEVELOPMENT OF UNIVERSITY STUDENTS’ CIVIC ENGAGEMENT." Cherepovets State University Bulletin 6, no. 105 (2021): 163–75. http://dx.doi.org/10.23859/1994-0637-2021-6-105-14.

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The authors consider the issue of civic engagement among students as one of the significant tasks of studying at university. In modern society, thanks to information technologies, the number of possibilities to manipulate public and individual consciousness, to involve young people in protest actions including illegal activities has increased significantly. Studying at university should contribute not only to the development of professional competencies, but also to the development of active civic engagement among students, since it is the youth who is responsible for the future of our country. As an example of solving an education problem, the authors present a training module on philosophy applying active teaching methods when studying the topic “Russia - West - East in the dialogue of cultures”.

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Lin, Y., G. Vosselman, Y. Cao, and M. Y. Yang. "EFFICIENT TRAINING OF SEMANTIC POINT CLOUD SEGMENTATION VIA ACTIVE LEARNING." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences V-2-2020 (August 3, 2020): 243–50. http://dx.doi.org/10.5194/isprs-annals-v-2-2020-243-2020.

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Abstract. With the development of LiDAR and photogrammetric techniques, more and more point clouds are available with high density and in large areas. Point cloud interpretation is an important step before many real applications like 3D city modelling. Many supervised machine learning techniques have been adapted to semantic point cloud segmentation, aiming to automatically label point clouds. Current deep learning methods have shown their potentials to produce high accuracy in semantic point cloud segmentation tasks. However, these supervised methods require a large amount of labelled data for proper model performance and good generalization. In practice, manual labelling of point clouds is very expensive and time-consuming. Active learning can iteratively select unlabelled samples for manual annotation based on current statistical models and then update the labelled data pool for next model training. In order to effectively label point clouds, we proposed a segment based active learning strategy to assess the informativeness of samples. Here, the proposed strategy uses 40% of the whole training dataset to achieve a mean IoU of 75.2% which is 99.1% of the accuracy in mIoU obtained from the model trained on the full dataset, while the baseline method using same amount of data only reaches 69.6% in mIoU corresponding to 90.9% of the accuracy in mIoU obtained from the model trained on the full dataset.

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Williams, Henry P., Christopher D. Wickens, and Scott Hutchinson. "Fidelity and Interactivity in Navigational Training: A Comparison of Three Methods." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1163–67. http://dx.doi.org/10.1177/154193129403801804.

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In two experiments we vary the degree of fidelity of a navigational training environment, and determine how this variance effects the degree of route knowledge and survey knowledge demonstrated in a navigational transfer task. Subjects learn about the geography of a computer-generated world by either (a) studying a 2D map of the world, (b) passively viewing a 3D course through the world on an IRIS display, or (c) actively flying through an IRIS-based simulation of the world. Groups (b) and (c) were yoked. All groups then transferred to a flight along the studied route plan in a high fidelity Evans and Sutherland visual simulation system. In Experiment 1, 60 pilots were assigned to the three training conditions, and the subjects in the two IRIS flight groups were subdivided into categories of low and high visual fidelity of the IRIS world. In this experiment, the active flight training condition yielded most accurate navigation performance (route knowledge), with the map-study group being nearly as proficient, and the passive group much lower. The map-study group had the highest recall of the geography (survey knowledge), but this knowledge did not provide them with any benefit in solving an unexpected navigational problem (functional survey knowledge). Visual fidelity had no effect on any measure of transfer performance. In Experiment 2, the speed and workload of the rehearsal flight was increased, and 10 pilots were assigned to each training group. The results revealed that the increased workload reversed the order of the two computer flight groups, with subjects in the active group who needed to rotate the map, now performing most poorly. The results of both experiments are discussed in terms of the detrimental effects of high workload to geographical learning, and to the dissociation between different kinds of geographical knowledge.

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Тимофеева and Svetlana Timofeeva. "Training Technologies in Teaching «Technosphere Safety»." Safety in Technosphere 4, no. 3 (July 8, 2015): 63–67. http://dx.doi.org/10.12737/11884.

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The article studies a training method used by the Department of Industrial Ecology and Life Safety of Irkutsk State Technical University to teach “security processes and facilities” students “Technosphere safety”. Methodology is based on active learning methods: “life-wrestling” competitions and educational complex.

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Binytska, Kateryna. "USAGE OF ACTIVE METHODS OF TRAINING IN THE PROCESS OF TEACHING THE COURSE “COMPARATIVE PEDAGOGY”." Continuing Professional Education: Theory and Practice, no. 4 (2015): 74–78. http://dx.doi.org/10.28925/1609-8595.2015.4.7478.

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Starodub, S. L. "USAGE OF ACTIVE FORMS AND METHODS OF TEACHING THE PEDAGOGICAL SUBJECTS IN FUTURE TEACHERS TRAINING." Innovate Pedagogy 2, no. 24 (2020): 125–29. http://dx.doi.org/10.32843/2663-6085/2020/24-2.25.

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Conrod, Beverley E., Michael Bross, and Charles W. White. "Active and Passive Perceptual Learning in the Visually Impaired." Journal of Visual Impairment & Blindness 80, no. 1 (January 1986): 528–31. http://dx.doi.org/10.1177/0145482x8608000103.

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Active and passive perceptual training methods were tested with 30 macular degeneration patients to improve their residual vision. Four different measures assessed improvement: a reading test, the Frostig Figure Ground Test (FFG), the Bender-Bestalt Test, and the Farnsworth-Munsell 100-Hue Test (FM-100). Participants were grouped according to two levels of impairment (moderate or severe) and three training conditions (active, passive, and control) in a 2 x 3 multivariate design. It was expected that the training sessions would improve visual task performance, and that active participants would show more improvement than other groups. A multivariate ANOVA found an overall main effect for the learning factor, and univariate tests showed that the active group improved significantly more than the passive and control groups on the FFG test. The main conclusion was that perceptual training may contribute to successful visual adjustment and that the effect of training is not limited to a particular level of visual impairment.

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Azizi, Hawzhin, Fatah Moradi, and Saman Pashaei. "Comparison of the Effect of Continuous and Interval Aerobic Training on Electrocardiogram of Active Young Girls." Quarterly of the Horizon of Medical Sciences 26, no. 3 (July 1, 2020): 298–315. http://dx.doi.org/10.32598/hms.26.3.1998.2.

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Aims: Few studies have examined the effects of various models of aerobic training on electrocardiogram (ECG). The purpose of this study was to compare the effect of continuous and interval aerobic training on ECG of active young girls. Methods & Materials: The research method was quasi-experimental and 30 active young girls were selected from among physical education students (age=17.0±0.4 y) and were randomly asPned to three groups of continuous aerobic training, interval aerobic training and control (each group was 10). The protocol of the trainings (eight weeks, three sessions per week) included 20-35 minutes of running per session, with an intensity of 60%-75% of the maximum heart rate. Before and after the training, general characteristics of subjects were measured and their ECGs were recorded. To analyze the data, analysis of variance with repeated measurements was used at the Pnificant level of P<0.05. Findings: Eight-week continuous and interval aerobic training had no Pnificant effect on amplitudes of P, R, and T waves, PR interval and duration of ST segment (P>0.05), whereas both types of training similarly increased QT interval (continuous: P=0.001, interval: P=0.027) and reduced heart rate (continuous: P=0.002, interval: P=0.013). Only in the interval training group RR interval showed a Pnificant increase (continuous: P=0.079, interval: P=0.007). Conclusion: Eight weeks of continuous and interval aerobic training appears to similarly decrease heart rate and increase QT interval in active young girls, whereas only interval aerobic training results in increased RR interval.

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Pancheva, Stanislava. "THE INTERACTIVE METHODS IN THE TRAINING OF ACCOUNTANCY STUDENTS." Knowledge International Journal 31, no. 2 (June 5, 2019): 561–66. http://dx.doi.org/10.35120/kij3102561p.

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Interactivity is an important part of the process of active learning. By introducing it into learning, it is possible to learn much more information than the situations in which learners read, listen, watch or combine visual perception. It is based on dialogue and interaction between participating parties in the learning process and its use ensures high performance in all areas of knowledge and in all levels of education. Therefore, in the modern educational system it occupies an extremely important place. Therefore, in the research, an attempt has been made to explore the essence of learning interactivity, drawing on its main features and specific features; to analyze the interactive methods used in it, divided into three main groups: situational (problem-situational); discussion; (empirical), as well as to highlight and characterize the features of those methods that have the widest application in the preparation of student accountants. On the basis of the results of the research conducted and taking into account the specifics of the curriculum in the accounting courses, the conclusion is drawn that for the students of accounting, the most important are the interactive methods: case study, simulation and game methods, brainstorming, discussion and project work . Through their inclusion in the learning process, it is possible not only for the implementation of practical oriented training, based experience and interaction between learners and trainers, but also for the formation of important qualities and skills in the students, incl.activity, analytical, critical, communicative, teamwork, responsibility, flexibility, creativity, work in the information environment, initiative, etc.

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Grace, Ova, and Deden Ibnu Aqil. "EFFECT OF INQUIRY LEARNING METHODS TRAINING ON STUDENT LEARNING OUTCOMES." INTELEKTIUM 1, no. 2 (September 15, 2020): 60–74. http://dx.doi.org/10.37010/int.v1i2.135.

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The purpose of this study was to determine the effect of Inquiry Training Learning Methods on the Learning Outcomes of Business Economics in Class X SMK Pertiwi Jakarta. The method used in this study is an experiment which is divided into experimental class and control class. Samples taken came from the population of class X Accounting and Marketing X SMK Pertiwi Jakarta as many as 60 students consisting of 30 students in the experimental class and 30 students in the control class. The sampling technique consisted of 2 stages: (1) purposive sampling technique (2) simple random sampling technique. The technique of collecting data on variable student business economics learning outcomes was carried out by giving multiple choice questions for the variable student business economics learning outcomes. In the hypothesis test, the t-test is used which results in tcount > ttable, so the conclusion is that there is an influence of the Inquiry Training learning method on student learning outcomes in class X business economics subjects so that the Inquiry Training learning method can be used as an alternative for teachers in carrying out learning to create a learning atmosphere effective and students become more active.

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Кривенцова, І. В., С. А. Пашкевич, and В. К. Хавалджи. "Peculiarities of Speed Qualities Development in Young Fencers Using Modern Active Games." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 3 (September 30, 2015): 42–46. http://dx.doi.org/10.17309/tmfv.2015.3.1148.

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Research objective: to evaluate the effectiveness of the developed and grounded methods of implementing active games in the training process of 12-14-year-old fencers in order to improve their speed qualities. Methods. The 12-14-year-old fencers of the "Unifekht" Sports Club (10 – test group (TG), 10 – reference group (RG)) participated in the forming experiment for three months. The TG introduced active games in the training process, the RG kept training under the standard program. We evaluated the effectiveness by the changes in the parameters of speed reactions and the evaluation of the tactical abilities and the speed of tactical training. The rough evaluation of the cause-effect relationship between the influencing factor and the effect appearance rested on Spearman's rank correlation coefficient (r) used in the study. We compared the initial characteristics between the groups using the χ2 tests (binary variables), Mann-Whitney test to compare the distribution of ordinal variables, and Wilcoxon test (related samples). Results. The three months of the implemented game methods of speed qualities development allowed to establish a probable increase in the lability indicators of the nervous system of the TG fencers (P < 0.05). However, the stress resistance indicators tended to decrease the dynamics when compared to the RG indicators. The indicator definitely responding to the methods was evaluation of the tactical abilities and the speed of tactical training. The latter increased both in the experiment dynamics and in comparison with the evaluation of the RG (p < 0.05). The evaluation of the effectiveness of the game method pursuant to the dynamics of the speed qualities indicators of the young fencers allowed to objectively prove the importance of games in speed development in the training process.

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Zhang, Xue, and Wangxin Xiao. "Active semi-supervised framework with data editing." Computer Science and Information Systems 9, no. 4 (2012): 1513–32. http://dx.doi.org/10.2298/csis120202045z.

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In order to address the insufficient training data problem, many active semi-supervised algorithms have been proposed. The self-labeled training data in semi-supervised learning may contain much noise due to the insufficient training data. Such noise may snowball themselves in the following learning process and thus hurt the generalization ability of the final hypothesis. Extremely few labeled training data in sparsely labeled text classification aggravate such situation. If such noise could be identified and removed by some strategy, the performance of the active semi-supervised algorithms should be improved. However, such useful techniques of identifying and removing noise have been seldom explored in existing active semi-supervised algorithms. In this paper, we propose an active semi-supervised framework with data editing (we call it ASSDE) to improve sparsely labeled text classification. A data editing technique is used to identify and remove noise introduced by semi-supervised labeling. We carry out the data editing technique by fully utilizing the advantage of active learning, which is novel according to our knowledge. The fusion of active learning with data editing makes ASSDE more robust to the sparsity and the distribution bias of the training data. It further simplifies the design of semi-supervised learning which makes ASSDE more efficient. Extensive experimental study on several real-world text data sets shows the encouraging results of the proposed framework for sparsely labeled text classification, compared with several state-of-the-art methods.

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