Interactive learning systems play a significant role in Learning Operating System. According to Tomljenovic (2015), the sudden social change and the unpredictable future demands that schools have to teach learners how to learn, think and create. Apparently, the traditional education systems characterized by one-way oriented communication does not satisfy the contemporary needs for the integral personal development of the learners. This is the problem that Tomljenovic (2015) addresses. Notably, he suggests that it is essential to replace the conventional approach of transmitting knowledge with teaching and learning that are more efficient based on student-centered activities and interactive problem-solving strategies. Tomljenovic (2015) analyzes quantitative data obtained from a pedagogical experiment conducted on 285 second and fourth-grade students from four primary schools in Rijeka, Croatia. Mainly, he evaluates the students paintings made in the initial and final stages of the experiment. The findings of this study confirm that there is a positive effect of interactive approaches to learning and teaching, mainly in knowledge and understanding of visual art terms, the abilities and skills in the use of art materials and methods within the framework of planned painting tasks, and creativity in solving visual arts problems. Notably, this study can be used in education.
On the other hand, Li-Ying and Cheng (2015) asserts that the interactive whiteboard is a powerful educational technology that supports clear and seamless instruction and raises the level if interactivity in classrooms. Mainly, they argue that students are more involved and motivated while information and communication technology is present. Therefore, Li-Ying and Cheng (2015) seek to examine the effect of incorporating the interactive projector on classroom interactivity and students learning. They conduct a quasi-experimental research on 126 seventh grade Taiwanese students. In the experimental group, students are taught using interactive projector while in the control group, general data projector teaches them. The primary results of this study show that no significant difference exists in students learning achievement between the two strategies. Nevertheless, Li-Ying and Cheng (2015) observed more interactions in the experimental group than in the control group. Therefore, the authors conclude that despite following different types of interactive actions, the integration of interactive technologies in the lessons might not facilitate better learning performance of teaching efficiency. Nevertheless, this strategy can still be used in education.
Similalry, Mardar, and Risnoveau (2014) support interactive teaching and argue that teachers need to involve their learners in the learning process more actively. Notably, reforming and redesigning the higher education system bring in the limelight the teacher-learner interaction. Therefore, Mardar and Risnoveau (2014) conduct a study to identify the need for promoting interactive teaching at the higher education level and the benefits and concrete means of implementing it. Particularly, the researchers focus on the perceptions students have of the interactive teaching used at The Psycho-Pedagogical Study Program of Teachers Certification that implies that future teacher graduates will be using interactive teaching methods in the military environment. Mardar and Risnoveaus target group is university students. Notably, this study can be used in education.
Song, Cao, Yang, Song, and Wu (2011) assert that independent learning plays an essential role in raising students learning impact and innovation ability in university education. Notably, creating an efficient e-learning environment is inevitable in free education. Therefore, Song et al. (2011) study web-based e-learning systems and examines the students independent learning ability and perceptions of e-learning. Notably, Song et al. (2011) target students at the University of Jinan in China. In the study, the researchers develop a web-based e-learning system for engineering graphics course, and the students experience the network learning system for two years. According to the results, it is clear that the web-based e-learning system can enhance students perceptual cognition to the teaching contents. Additionally, it can increase their learning interests, develop their learning initiative and enable them to master the teaching materials faster. Consequently, this study can be used in education to design an interactive learning system.
She, Lin, Jong and Hsia (2013) argue that game-based learning can raise students learning motivation and effectiveness by full sound and light effects. Therefore, they incorporate the factor of the social network to popularize game-based learning. Notably, She et al. (2013) designed the course content on Facebook and provided the social functions, which have pets fighting and scoreboard. They probed into the games to establish whether the students could play without the limitation of time and space. Additionally, She et al. (2013) analyzed the games effect on learning motivation and behavior. The research focused on 141 third year college students studying Operating System course. The experimental group comprised 70 respondents while the control group had 71 participants. The results of the experiments showed that students could log in to play actively with others logging in after midnight, which demonstrated that they could spend their time to use the social network game-based learning system without limitation of time and space. Therefore, She et al. (2013) confirmed that the social functions, namely, pets fighting and scoreboard enhance students learning motivation. Consequently, it can be used in education.
Finally, Wen and Zhang (2015) assert that micro lecture can serve personalized learning and on-demand selective learning, which helps students acquire new knowledge and rectify omissions in their existing knowledge. However, for this to occur, it is essential to develop a suitable platform for a micro lecture that allows students to utilize their spare time and communicate with their teachers. Therefore, Wen and Zhang (2015) conduct a study to analyze the concept, features of micro lecture, mobile learning, and ubiquitous learning, and then presents the combination of micro lecture and mobile learning to propose a novel model of microlearning through mobile terminals. A statistical analysis of the implementation of this system shows that students using it to assist their learning had improved results on their final exams and gave a higher evaluation of the curriculum than those who did not. Consequently, this system can be used in education.
Wen, C., & Zhang, J. (2015). Design of a microlecture mobile learning system based on smartphone and web platforms. IEEE Transactions on Education, 58(3), 203-207.
Song, W., Cao, S., Yang, B., Song, K., & Wu, C. (2011). Development and application of an autonomous learning system for engineering graphics education. International Journal of Modern Education and Computer Science, 3(1), 31.
Li-Ying, L. I. U., & Cheng, M. T. (2015). Interactive Projector as an Interactive Teaching Tool in the Classroom: Evaluating Teaching Efficiency and Interactivity. TOJET: The Turkish Online Journal of Educational Technology, 14(2).
Tomljenovic, Z. (2015). An interactive approach to learning and teaching in visual arts education. CEPS Journal: Center for Educational Policy Studies Journal, 5(3), 73.
She, Y. X., Lin, M. H., Jong, B. S., & Hsia, Y. T. (2013, March). Using Growing Pet Game in Facebook to Enhance Students' Learning Motivation: In Operating System Course. In Learning and Teaching in Computing and Engineering (LaTiCE), 2013 (pp. 224-228). IEEE.
Mardar, S. M., & Risnoveanu, A. (2014, April). Interactive Teaching-A Basis for Higher Education Teaching. In The International Scientific Conference eLearning and Software for Education (Vol. 2, p. 326). " Carol I" National Defence University.
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