Using Active Learning Methods Within the Andragogical Paradigm

Abstract

This research paper is aimed at identifying the efficiency and at demonstrating the need for using active learning methods within the andragogical paradigm.

Active learning methods intensify students’ thinking and are characterized by a high degree of interactivity, motivation, and emotional perception of learning process. Using active learning methods allows developing the cognitive and creative activities of students, enhancing the efficiency of learning process, and developing or assessing professional competences. This is exactly why the active forms of learning should be implemented in adult education to involve students in educational process as completely as possible and to activate the process of developing high-quality knowledge, including in the teaching person. Using active learning methods based on andragogical approach allows developing abilities in students, which the latter one would need later as graduates. Active learning processes also create conditions for developing critical thinking and demonstrating creativity.

Appendices

Appendix 1

Questions

• 1. Are the active learning methods used in this discipline actual?

• 2. Do you feel it easier to understand the course materials, if the lectures are accompanied by a slide presentation, an information stand, illustrations, posters, group discussions, or brainstorming?

• 3. Is it easier to you to remember the course materials, if the lectures are accompanied by a slide presentation, an information stand, illustrations, posters, group discussions, or brainstorming?

• 4. Do you feel it easier to reproduce the materials presented in class, if its central provisions and problems have been discussed in group discussions, business simulation games, seminars, or at practical or experimental classes?

• 5. Is it more interesting for you to attend classes conducted in active and interactive modes, such as a problem-based lecture, practical class, group discussion, group interviews, or experiment, as compared to classical lectures, practical seminar, and laboratorial classes?

• 6. Do you observe any improvement of your individual cognitive activities in the discipline due to being involved in active classes?

• 7. Do you observe any improvement in your progress in the discipline due to being involved in active classes?

• 8. Does participation in problem-focused/active classes develop your sense of responsibility to a greater extent than participation in classical ones?

• 9. Do these classes develop your self-confidence, as compared to classical ones?

• 10. Do active classes develop a friendlier attitude towards your fellow students?

• 11. Do active classes develop a friendlier attitude towards your professor?

• 12. Do the classes conducted develop a sense of respect for and tolerance to others’ opinions?

• 13. Do the active classes promote the development of professional qualities, skills, and abilities to a greater extent than classical learning methods?

• 14. Do you think active learning methods are efficient?

• 15. Do you think using active learning methods promotes the enhancement of educational performance, along with classical methods?

Appendix 2

Using active methods in engineering education are well regarded by students. They emphasize some critical factors of the successful implementation thereof, including the efficient collaboration with fellow students and developing teamwork skills. To stimulate students to go beyond the basic educational requirements, it is very important to keep them highly motivated during the entire working time [5; p. 156].

For students, a benefit from such approach was acquiring technical knowledge on developing printed circuit boards and risk analysis, and they also were trained in changing their thinking strategies, decision making, negotiating, and collaborating with each other. For teachers, this approach required long-term preparations, since they had to develop a special curricula and course programs, as well as teaching aids. The teachers had to learn a new role of “instructor” or “tutor.” They had to help students learn by supporting them, directing the process, and monitoring their activities, since active methods are both learning and assessing methods.

Interdisciplinary approach to and using active learning methods in engineering education allows teaching students to independently acquire and practically use knowledge from various areas, group knowledge components, and concentrate them in the context of a specific problem to be solved [6; p. 1694]. Moreover, the conditions are created for developing critical thinking and for showing creativity. Having a need for and a real possibility of applying their competencies developed, students realize why various theories, concepts, or rules are important, so they do not perceive them as just abstract models, but as useful tools in their educational and vocational activities. At all stages of their studies, they experience the need for an active interaction and for the establishment of partner relationship with their teachers, course mates, and experts in the area of the problem to be solved, in order to exchange opinions and discuss hypotheses and findings.

In future, we are going to implement active methods as widely as possible in teaching our students in the subjects of various areas, including socio-humanistic, natural-science, and mathematical ones.