The Challenge of Increasing the Effectiveness of Learning by Using Active Methodologies

Abstract

One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students’ motivation and is more effective than lecture-based methods in learning theoretical content.

Learning improvement of equipment operation by low‐cost personalized simulators to particular industrial installations

“…In this way, all students are participants in the questions and have been able to demonstrate their acquired knowledge and the professors have only taken part in the resolution of the same when no student has been able to give a correct answer, thus playing professors a secondary role. This is in accordance with previous studies where an active role of students in the teaching‐learning process is recommended [17]. In consequence, it was concluded that it is possible to develop these simulators and that the collaborative attitude of professors affects their teaching [14].…”

Effects of the Educational Use of Music on 3- to 12-Year-Old Children’s Emotional Development: A Systematic Review

“…Moreover, it coincides with the ethnomusicological perspective that conceives of music as a socio-cultural phenomenon that requires cooperation and coordination [ 54 ]. This perspective would also contribute to broadening the theoretical basis that justifies the use of active methodologies in the classroom as opposed to more traditional models focused on theory, technique, and individual learning [ 89 , 90 , 91 , 92 ]. In further research, it would be useful to study not only the greater or lesser use of music, but also the methodology implemented.…”

Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic

“…Many of them at many different educational levels were unable to cope with the situation of increased stress and isolation [ 16 ], even abandoning their professional careers [ 17 ]. Other teachers coped with the situation by applying active and effective learning strategies in order to reduce the risk of increasing their stress and burnout [ 18 , 19 , 20 ]. These quick pedagogical decisions taken by teachers in the first moments of the confinement were very important in the subsequent distance teaching–learning process [ 21 ].…”