Sentence examples for more active learning from inspiring English sources

Whilst students on the other hand, expect more active learning activities that could maximise their involvement.

A computer simulation at a university in Taiwan led to comparatively higher learning gains against traditional teaching through collaborative laboratory activities (Shieh, 2010), by facilitating students to carry out more active learning and improving their conceptual understanding.

Recent calls for science education reform recommend a shift to more active learning pedagogies that encourage students to learn by solving problems or being actively engaged in the process of experimentation as opposed to the traditional lecture reliant on content delivery.

His changes include more active learning, with regular experiments making a return to science classrooms.

In Japan, Shaw et al. (2004) link children's earthquake awareness to a more active learning that includes not only school, but family, community, and self-education.

The numbers show that there are different achievement levels among different ethnic groups, and that these new approaches can narrow that gap by offering more active learning, in smaller groups.

The software has a self-study mode, whose purpose is to familiarize students with the plants they will have to identify in the more active-learning modes of the program.

UNICEF assistance during the first post conflict decade, totalling around USD 50 million, was used to support advocacy efforts aimed at keeping the rights of women and children on the political agenda, to improve the education system, encourage a move away from formalised lectures to a more active learning-based approach and to enhance the system for the protection and care of children.

Instructors 1-AL and 2AL used 80% or more active-learning strategies, and their classes showed great improvements in learning; yet group 1-AL was non science majors, while 2-AL was upper-division biology majors.

The blue instructor decreased failure rates (instances of a "C−" or lower) on exams by 41% (Eddy and Hogan, 2014) when the instructor changed from traditional lecturing to a more active-learning environment that incorporated greater use of group work in class and weekly reading quizzes.

Students in their clinical years claimed that they were more active in learning, and had better learning skills and confidence in self-directed learning as compared with students from lecture-based curricula.