How Does Interactive Learning Help Students Learn?

Nowadays, many educational institutions use a form of one-way communication as training for students. The essence of this form of education is that the teacher performs a core role in the classroom. One-way communication is also present at the seminars. Students are able to submit information in the form of reports, essays, and answers to the problems and questions. One-way communication can become bilateral, for example, when a student asks the teacher a question. However, the interactive form of education in the educational process is radically different. Interactive means constant collaboration, to be in a mode of conversation or dialogue with someone. In other words, interactive methods are focused on the wide interaction of students not only with the teacher but also with each other.

The role of a teacher in interactive lessons is to direct students to study and consolidate new material. Students not only learn new lesson material but also contribute to it their knowledge, which is based on their own experience. This helps them to better master certain skills and better master the material. The method of interactive learning in seminars can be attributed to the modern and cutting-edge method of learning. The essence of this method lies in the formulation of leading questions to people, thereby encouraging them to proceed to the correct answer. At the present time, such a conversation is also called “Collective thinking”, since students have an exchange of different versions of theories and assumptions in solving the question raised, thereby activating each other’s thinking. One of the types of such a method is business (role-playing) games and brainstorming. Students are not only engaged in thoughts, like “maybe someone can just type my essay for me and I will get myself a more interesting activity”, but they are interested in participating in classes and expressing their thought on the given topic.

Business and role-playing games is a game method that imitates any scene or moment in class. Each person who plays his role may ask questions, express his thoughts. The main goal of this method is the training of spontaneous (unprepared) speech. This method provides the conditions for practical communication, increases vocabulary, and also eliminates the boundary between the student and teacher.

A brainstorming method was widely used in the 1950s and 1960s as a method of periodic training of creative thinking. When applying the brainstorming method, a number of laws are observed, the essence of these laws is ensuring the freedom of thought of the participants of this method. Therefore, the brainstorming method accepts any ideas, even if they are not true. It does not apply criticism and does not stop the discussion of ideas. It is necessary to reason and invent as many ideas as possible.

At the moment, the brainstorming method is actively used in cases when it is necessary to find all the ways to solve the goals and objectives set by the teacher. The teacher divides the students into groups. The performers and experts, the performers are offered a creative plan situation in which they need to accomplish the task in time. Next, experts take part in the discussion, making up the best decisions submitted by the implementers. Then the teams switch roles. The ability to propose, discuss, exchange ideas not only develops the creative thinking of students but also increases the interaction and communication between teachers and students. Brainstorming is a technique for the development of thinking fluency. When expressing ideas and thoughts, class participants develop a speech in a foreign language. This method is especially useful when students go through a large topic. In addition, “brainstorming” can be applied in the study of new material. It is imperative to the lesson in which this method will be conducted should be preceded by material in the form of brief basics of the lesson’s topics, for example, basic vocabulary, or additional (auxiliary) questions.

Conducting methods of interactive learning requires preliminary training of the teacher, he must define the goal, formulate the main and additional questions. Trainees need certain knowledge and concepts for the selected topic of the seminar. Such knowledge should be given to students before the seminars, at the lectures.

There were conducted some studies during interactive practical classes on subjects of foreign languages, and then a survey among students was formed. A hundred people took part in the survey. Most of the respondents (78.7%) believe that their knowledge began to be assimilated better thanks to interactive forms of education. For this kind of work, the teacher, as before, develops the plan and content of the lesson, using interactive methods to present the new material in the most interesting and effective form. According to the results of the survey, the two most preferred methods of interactive learning were identified:

  • Business and role-playing games (35.5%)
  • Brainstorming (25.8%)

The results of the interactive teaching method showed that respondents not only show an interest in communicating in a foreign language but also express their point of view, students become relaxed, confident in the classroom. Most of the students (89.5%) would like to see interactive teaching methods applied to other subjects in their studies.

Summing up, it can be said that at present stage there is a surplus of information from students, but this information is not always qualitative and well-structured, therefore the role of the teacher is to select and structure the material, to provide information to students at the right time and place. Without such submission of information and its binding to a specific subject area, the formation of competencies among future specialists is impossible. Interactive teaching methods help the teacher to overcome the difficulties that are very frequent during the learning process. According to the results of the classes, interactive teaching methods increased the efficiency of learning and improved the depth of knowledge. Students acquired additional skills and widened the worldview. Moreover, not only the efficiency of particular students has increased but the whole group showed better output.

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