Explore the Role of Active Learning Model in Hybrid Classrooms to Improve Students` Academic Performance | ||||
| مجلة جامعة جنوب الوادى الدولية للعلوم التربوية | ||||
| Volume 7, Issue 13, December 2024, Page 498-546 PDF (1.35 MB) | ||||
| Document Type: بحوث | ||||
| DOI: 10.21608/musi.2025.340446.1190 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Mahmoud Mohamed Hussien Ahmed   1; Hiroshi Ueda 2; Mohammad Nehal Hasnine 2
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| 1Instructional Technology Department at South Valley University | ||||
| 2Research Center for Computing and Multimedia Studies at Hosei University | ||||
| Abstract | ||||
| In the context of higher education, this paper reports the findings of two case studies in which the active learning model for hybrid classrooms – Active Learning-Theory, Strategy, Technology (AL-TST) model – was adopted. In this study, the AL-TST model was used to effectively teach to fourth-year students at an Egyptian university. A quasi-experimental research method was used to investigate the efficacy of the model regarding students' learning improvement. The instructors used the university's e-learning platform linked with the Egyptian Knowledge Bank (EKB) to upload the main ideas and required detailed knowledge for each lesson. Both courses were taught using learner-centric content, digital learning environments that included video conferencing applications, collaborative active learning tools for exchanging opinions, and formative assessment to assess students’ practical knowledge. In both cases, the results demonstrated a significant improvement in students’ practical skills related to the learning content design. Significant results were found in terms of practical skills assessment. In addition to the data collected, experts (N=3) and students (N=32) also provided feedback through a questionnaire. The results revealed that designing learning content based on the AL-TST model can support students to be more active in the classroom. | ||||
| Keywords | ||||
| التعلم النشط; STEM; الفصول المدمجة; التعليم العالي; الأداء الأكاديمي | ||||
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