Active learning: the reformulation of learning/teaching methodology in Design Theory

Higher education, as well as other levels of education, face a major problem: the focus, and sometimes interest, of students during classes. Increasingly, students' focus time is shorter and the COVID-19 pandemic has only exacerbated this problem. Currently, keeping a student attentive and motivated throughout the class is not an easy task. The problem worsens when the theoretical classes are too long. In this sense, it is urgent to change the teaching methods in order to make, not only, the class more pleasant but also to keep the student and professor motivated. Thus, the article aims to present a more dynamic way of teaching a theoretical subject in order to increase student involvement and interaction during class. © 2023 IEEE.

Disadvantages of using Traditional, Interactive and Distance Learning Methods when Studying the Specialty "Pharmacy"

Interactive and remote technologies are being actively introduced into the training process in the specialty "Pharmacy" In addition to ease of use, they have several advantages and disadvantages for all stakeholders. The purpose of the work is to analyze the disadvantages of traditional, interactive, and remote methods of teaching in the specialty "Pharmacy" at the Far Eastern State Medical University. This is a sociological survey of students of the Faculty of Pharmacy and Biomedicine (higher education), as well as the Medical-Pharmaceutical College (secondary education). Statistical processing was performed using the non-parametric Mann-Whitney, Kruskal-Wallis, Spearman's rank correlation coefficient. Traditional teaching methods are characterized by the inconvenience of tight time frames. During on-line classes, it is more difficult to use an individual methodology for the student and change the teaching method. The most characteristic shortcomings of distance learning include the lack of motivation and the possibility of violations (writing off, forgery, etc.) by the student. Despite the geographical remoteness of the regions, material, and technical difficulties in switching to distance learning, as a rule, did not arise. The lack of an individual approach and the subjectivity of student assessments in distance and traditional teaching methods are due to the high occupancy of groups and their frequent combination (10-25 people) during the class. The disadvantage of remote methods is the complexity of regular control by the teacher, the lack of secure personality identification systems when sending written works and testing on-line, and the low level of consciousness of future specialists. According to the results of the questionnaire, the least number of shortcomings have interactive teaching methods, implying the active participation of the student himself and an individual approach.