Interactive teaching methods in c

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ity, skills and experience by its integrative nature,

cess (lecture, explanation, exercise, etc.) are certainlyimportant for professional development. However,their limitations are felt even more acutely at present

E-mail addresses: yakovlevev@mail.ru (N.O. Yakovleva),

yakovlev.e.v@rbiu.ru (E.V. Yakovlev).

Peer review under responsibility of Far Eastern Federal Univer-

sity, Kangnam University, Dalian University of Technology,

Kokushikan University.

HOSTED BY Available online at www.sciencedirect.com

ScienceDirect

Pacific Science Reviewhttp://dx.doi.org/10.1016/j.pscr.2014.08.016is intended to increase attention to the effective andtechnological formation of professional competences.Professional competence we understand as a personaleducation that determines the productivity of profes-sional tasks and includes knowledge, skills and pro-fessionally significant personal qualities, experiences

determined by personal traits, such as practice-orientedfocus, the ability to work in a wide variety of contexts,self-regulation and self-esteem.

Such a definition of professional competence re-quires significant changes in the pedagogical supportof the university curriculum, filling it with teachingmethods which could provide the training of futurespecialists with the required comprehensive result. Thetraditional methods of the university educational pro-* Corresponding author.Competence-based approach in the system of higherIntroduction and value orientations. In this case, competence differsfrom such traditional concepts as knowledge, abil-The main strategy of modern education should focus on the student's independent activity, the organization of self-learningenvironments and experimental and practical training, where students have a choice of actions and can use initiativedas wellas flexible training programs where students can work in a comfortable rhythm. Today, we should talk about the use of interactivemethods of training, which encourage interest in the profession; promote the efficient acquisition of training material; form patternsof conduct; provide high motivation, strength, knowledge, team spirit and freedom of expression; and most importantly, contributeto the complex competences of future specialists. We will give an overview of the modern teaching methods that are mostwidespread in the scientific and methodological literature and have the potential to form the competences of future professionals.The training, case study, behavioural modelling, peer feedback, play project, metaphor game, storytelling, basket and actionlearning methodsdand their potential in professional trainingdare briefly described.Copyright 2014, Far Eastern Federal University, Kangnam University, Dalian University of Technology, Kokushikan University.Production and Hosting by Elsevier B.V. All rights reserved.

Keywords: Teaching method; Interactive method; Professional competenceNadezhda O. Yakovlevaa Department Pedagogy and Psychology, C

b Russian-British Instit

Available online

Abstract1229-5450/Copyright 2014, Far Eastern Federal University, Kangnam UProduction and Hosting by Elsevier B.V. All rights reserved.ontemporary higher education

, Evgeny V. Yakovlev b

binsk State Pedagogical University, Russia

Management, Russia

eptember 2014

16 (2014) 75e80www.elsevier.com/locate/pscrniversity, Dalian University of Technology, Kokushikan University.

76 N.O. Yakovleva, E.V. Yakovlev / Pacific Science Review 16 (2014) 75e80when a complex phenomenon such as competence isformed. Therefore, we believe that modern educationshould focus on the student's independent activity, theorganization of self-learning environments and exper-imental and practical training, where students have achoice of actions and can use initiativedas well asflexible training programs where students can work ina comfortable rhythm.

Today, we should talk about the use of interactivemethods of training, which encourage interest in theprofession; promote the efficient acquisition of trainingmaterials; form patterns of conduct; provide highmotivation, strength, knowledge, team spirit andfreedom of expression; andmost importantly, contributeto the complex competences of future specialists.

Hence, we will give an overview of those modernteaching methods which are most widespread in thescientific and methodological literature [1e5]dandhave the potential to form the competences of futureprofessionals.

Interactive teaching methods: description and role

Training

Training is a teaching method that aims at devel-oping skills and knowledge in any field by performingsequential tasks, activities or games. This method al-lows the teacher to give the participants missing in-formation and allows students to form skills ofprofessional and appropriate behaviour in the perfor-mance of professional tasks. The advantage of trainingis that it ensures the active involvement of all studentsin the process of training.

Training can provide preparation for professionalcommunication and collaboration, execution of orga-nizational or supervisory functions, etc. Training isusually done in several stages.

IntroductionThis stage sets the tone for future work, creating a

relaxed, democratic atmosphere. It is held in any formor by any means. The teacher informs the students ofhis/her expectations and hopes regarding the upcomingactivity.

DiscoverThis step is a necessary procedure for the first class

of any training. It activates the group for engaging ininteraction and developing communication skills. Itshould be done even if the students know each other

already. Through games such as interview, KnowMe and exchange of business cards, participantscan see a new side of and feel concern for each other.

Expectations of the participantsParticipants' expectations are clarifieddfor example,

in a circledwith the help of the training issues thatthey meet at the time. Addressing the needs of thestudent not only directs their interest but is also animportant benchmark for the activities of the teacher.

Determination of the order of the trainingWhen all of the participants talk or write about their

expectations, the teacher always tells them the trainingprocedure, regardless of how long it lasts.

Adoption of the rules of the group (the agreement)For the participants to feel responsible for their

training from the very beginning it is recommendedthat they accept the rules of the training or make anagreement. The articles of the agreement are usuallyrecorded: e.g., we do not come late, speak out of turn,listen to off-topic conversation, etc. Each article isdiscussed, approved by majority vote and displayed inan accessible place. It will help create an appropriateworking atmosphere, mutual respect and trust. It alsoneeds to improve the learning of the material. Everystudent is responsible for the execution of theagreement.

Assessment of group information level is one of thetasks for the teacher

A questionnaire or checklist with the questions onthe training theme are usually used for this purpose.Polling results show the level of students' readiness andhelp the teacher correct the content and balance of thetopics, adapt the training and make the exercises easyto understand. A questionnaire repeated after thetraining is over is very effective. Comparing the re-sults, the teacher will be able to assess how studentsincreased their readiness, which is an important mea-sure of training efficiency.

Actualization of the problemTo develop the motivation for modifying profes-

sional behaviour and activity, the participants shouldbe encouraged to discuss the training theme to arouseinterest and make this issue relevant to everyone. Theteacher can do a role play in the end.

EducationDirect interaction between teacher and students is toimplement the key goal of the training at this stage.

77N.O. Yakovleva, E.V. Yakovlev / Pacific Science Review 16 (2014) 75e80This stage of training involves two steps. The first oneis information: it can start with answering the itemsfrom the questionnaires which caused the mostembarrassment. In addition, the main course material ispresented at this stage by using such methods as lec-tures, talks, role playing, discussions and small groupwork. The second stage is practice-oriented: it isdesigned to help the participants acquire practicalexperience. Role playing, dramatization, discussion,brainstorming and other interactive forms of workcan be used for this purpose. The choice depends onthe conditions.

Summing upTypically, this procedure is designed to ensure that

the participants share their impressions and feelingsand express their wishes. Summing up can involvefilling the sheet of revelation, letters, questionnairesor surveys. An important component of training is thedocumentation of the student's progress, e.g., viaphotography. While summing up, these photos can beviewed to remind how the work was proceeding.

Thus, training efficiently forms students' profes-sional competence through establishing a confident andcomfortable environment and the possibility of prac-tically drilling the steps that are essential for futureprofessional activities in general.

Case study method

The case study method is training by solving spe-cific cases. The essence of this method is a collectiveanalysis of a situation, finding a solution and a publicdefence of said solution. In the process of reviewingthe cases, students gain the skills of teamwork, inde-pendent modelling of the solution, independentreasoning and defending their opinion. The methodwas first applied at Harvard Law School University in1870.

This method involves ambiguity in the solution ofthe presented problem, which creates a challenge fordiscussing the reasoning of proposed solutions andchoosing the most appropriate one. Therefore, theresult is not only knowledge but also professionalskills and a well-formed personality and set ofvalues.

The case which is viewed by the students, is usuallytaken from a real professional area and is supported byvisual materials, statistical data, charts and graphs,descriptions of how it is viewed by different people,reports, data from the media, Internet resources,

etc.di.e., the information that allows us to understandwhat is described in the case. When future teachers aretrained a case may be, for instance, a conflict betweena teacher and parent based on a student's progressrecorded in the class register; the decisions of teacher'scouncils and boards recorded in the minutes; the stu-dent's character as described by classmates, teachersand a school psychologist; and other documents,including school statutes.

The structure of the case has three parts: two forthe student and one for the teacher. The subjectsection describes the situation and allows the stu-dents to characterize all of its circumstances; theinformation section reflects the details of the supportupon which a final decision is made; and themethodical section, designed for teachers, de-termines the location of the case in the structure ofthe course, tasks for students and pedagogical sup-port for solving the situation.

The solution of the situations offered to the studentsinvolves a variety of analyticalmethods: problem-based,cause and effect, praxeological, axiological, situational,prognostic and other types of predictive analysis.

The actions of students as part of the method areproductive in the following succession: 1) familiaritywith the situation, its content and features, 2) theallocation of the main problems, the factors and per-sonalities that can really act, 3) offering solution con-cepts, 4) analyzing the consequences of the decisionand 5) selecting the optimal variant, predicting con-sequences, an indication of the potential problems,mechanisms, prevention and solutions.

The activity of a teacher using this method includestwo phases. The first includes creating the case,formulating the questions for analysis and developingmethodological software support materials for thestudents and their independent work. The second phaseincludes the classroom activities of the teacher indiscussing the case, where he/she makes introductoryand closing remarks, organizes discussion or presen-tation, supports a business atmosphere in the audienceand acknowledges the contribution of students in theanalysis of the situation.

Thus, studying and analyzing work experiencebased on real situations, students comprehensivelyenrich the knowledge and skills that undergird theprofessional world, demonstrating a productive effecton the formation of their professional competences.

Behavioural modelling

Behavioural modelling is a method of teaching

interpersonal skills and professional conduct. The

78 N.O. Yakovleva, E.V. Yakovlev / Pacific Science Review 16 (2014) 75e80method is carried out in the following sequence: 1) thepresentation of a model of professional behaviourwhich is to be learnt; 2) the most accurate reproductionof the proposed behavioural model; and 3) feedback,indicating the degree of success of mastering therelevant behaviours.

Behaviours that are offered to students using thismethod should sufficiently comply with actual pro-fessional situations, so that future specialists have theopportunity to maximize immersion in professionalactivities and rapidly adapt to specific conditions. Forexample, he/she may be practicing job interview skills,conflict or emergency response, discussion of careerprospects, transfer or acceptance of a position, etc.

Behavioural modelling is effective under thefollowing conditions: firstly, the proposed case isattractive to students and arouses their confidence andwillingness to follow the proposed model; secondly,the case demonstrates the desired sequence or correctprocedure in the standard situation; and thirdly, thestudents see that compliance with the desired sequenceof activities is rewarded (time savings, insuranceagainst errors, problem solving, etc.).

Thus, the presented method of behavioural model-ling can enhance the quality of training by promotingappropriate behaviour in ways typical of futureemployment situations.

The method of peer feedback

The method of peer feedback is where one studentprovides another student ongoing feedback about his/her actions, deeds and decisions. A look at their actionsand reactions from the outside allows the futurespecialist to better understand his/her strengths andweaknesses and develop adequate self-esteem. Themethod of peer feedback is based on information(objective and honest feedback) when performing tasksassociated with the development of new skills andperforming current professional duties. The partici-pants (the one who acts and those who analyze andgive feedback) are absolutely equal.

Feedback can be provided after discussions, per-formances, educational tasks, etc. Practical training, inwhich students directly solve professional problems,has extraordinary value and opportunities for theimplementation of this method. For example, suchfeedback for future teachers can be given after thelecture or additional training and educational activities,etc.

The students, of course, need to be trained to give

objective feedback to make informed judgements andbecome competent to provide information before usingthis method.

Thus, the method of peer feedback provides moreefficient development of the competences of futureprofessionals through continuous monitoring of activ-ities and opportunities to provide timely assistance andcorrection of deficiencies.

Play projects

Play projects is a teaching method where learning iseffected via problem solving. At the first stage theteacher fixes the learning (research) problem, i.e.,makes the problem situation a psychological one. Atthe second stage the students split into two competinggroups and craft solutions to the problem. The thirdstage is a final meeting where students take roles andpublicly defend the developed solutions (peer reviewedprior to defence).

Play projects are most successful in practical classesas they involve no explanation of the new material orinformation exchange between the teacher and thestudents. Informational, research, creative and appliedprojects can be done within this format.

Thus, the play project method provides high activityfor teaching courses and is more productive becausedesign skills are developed and the specialists will bemore flexible and efficient in solving complex profes-sional tasks in the future.

Metaphor game

The metaphor game is a teaching method aimed atdeveloping new activities and changing behavioural at-titudes. The main goal of a metaphor game is to find anew way solving a problem within the given metaphor.

The group selects a metaphor and delves into thecontext to find a way of solving the problem andimplementing their solution (define the action strat-egy). When the game is over, the problem is discussedto find the effective solution and apply it to the worksituation.

This form of teaching helps activate the creativeskills of the students and view a professional situationin a new way, breaking the stereotypes. The metaphorgame develops students' creativity, lessens anxiety inproblem solving, encourages students' independence,etc. Proverbs, tales, fables and legends which evoke thefuture professions' problems can serve as metaphors.For example, a game can be based on the idea of theUnsmiling Princess fairy tale when she chooses a

husband. Yet the competitors must not make her smile

79N.O. Yakovleva, E.V. Yakovlev / Pacific Science Review 16 (2014) 75e80but demonstrate some professional skills (e.g., knowl-edge, command of some professional tools). TheWish game can develop another metaphor. It can bebased on the Gold Fish fairy tale where wishes areinstead professionally focused, etc.

Therefore, the metaphor game method developsbehavioural examples in situations typical of futureprofessional activities; the set metaphoric context fo-cuses the students on creatively solving professionalproblems, which is productive for the development ofall components of professional competence.

Storytelling

Storytelling teaches future professionals the rules ofwork with the help of myths and stories from profes-sional life. Speaking about the content of professionalwork, its specificity and emerging situations, theteacher prepares the student for understanding tradi-tions, philosophy, culture and professional activities.Maximum objective information should be provided toavoid the future specialist's disappointment in his/heroccupational choice. The method helps the studentsquickly learn the specifics of the job, governing doc-uments, career prospects, etc.

This method helps students adapt more quickly tothe profession and form value judgements of the pro-fessional activities as a whole and their role in society,which is fundamental for the professional competencyof the future specialist.

Basket-method

The basket-method is a method of learning based onimitation of the most common situation of specialists,when the student has to perform unplanned activitiesefficiently. The contents of this method are as follows:student is presented the situation or the role he/sheshould play and the materials which he/she must use inthe exercise; the student performs the proposed actions;the final interview is conducted, in which the studentjustifies his/her actions, describes the potential impactof an action and assesses personal satisfaction with theresult. The teacher analyses the information receivedfrom the students, offers an alternative solution, high-lights missed opportunities, predicts the results of de-cisions and makes recommendations for the future.

This method, unlike the others, requires the devel-opment of scenarios and role-playing. For example, astudent playing the role of a school teacher is con-ducting a lesson. Each student acts in accordance

with their role unbeknownst to the teacher: he/she maysuddenly ask a question about the lesson, shout fromhis/her seat, ask the neighbour for a ruler, etc. In addi-tion, the head teacher (appointed from among thestudents) can enter the classroom during the lesson tochide the teacher, make an announcement to the class,etc. A parent, teacher-colleague, school electri-cian, etc. can also be incorporated into the scenario.Thus a student who is conducting the lesson shouldpromptly and adequately respond to what is happening,but in the end take personal inventory of his/her actions.The teacher and all of the other students at the end of thegame give their assessments of what they have seen inthe lesson. Students studying other concentrations mayface such scenarios as unplanned phone calls, urgenttasks, new information on their work, visitors, answeringa supervisor's questions, etc. Thus, this method can notonly create a practical mode of professional competence.It can also develop the stress resistance of the futureprofessional while playing out possible interventions inthe process of solving the present problem.

The method of action learning

The method of action learning has recently becomeone of the promising areas of modern education, as itprovides the organization of self-learning environ-ments. This teaching method allows students to effec-tively solve problems of practice-focused training.

This method is implemented in group work amongstudents. During the joint work on the problem (which ispractice focused), students develop their own way to acomprehensive solution, justify that solution and conducta presentation of their proposals. A group of teachersdiscusses the results of the public defence and names thewinner, which makes evaluation more objective.

If this method is used by students during the periodof work experience, the problems to be solved may betaken from a particular practice, which enhances theteaching potential of the method and the results ob-tained in the course of its implementation.

Thus, learning by doing has a positive influence onthe components of professional competence throughpractical skills which develop the organization of jointactivities and taking responsibility for one's work.

Conclusion

To conclude the review, we note that activelearning methods modify the role of the teacher fromthe translator of information to the organizer andcoordinator of the educational process and make it

possible to form complex competences in future

professional specialties via student activities thatmanifest as closely as possible the content of pro-fessional work.

References

[1] A.M.Derkach, Case-method in teaching, Spetsialist 4 (2010) 22e23.

[2] R. Korsiny, A. Auerbakh, Psychological Encyclopedia, Piter,

Saint Petersburg, 2003.

[3] A.P. Panfilov, Basics of Management. Complete Guide in Case-

Technologies, Piter, Saint Petersburg, 2004.

[4] W. Swap, Creating Value with Knowledge: Insights from the IBM

Institute forBusinessValue,AlpinaBusinessBooks,Moscow, 2006.

[5] I.V. Vachkov, Basic Technologies of Group Training, Izd-vo Os-

89, Moscow, 1999.

80 N.O. Yakovleva, E.V. Yakovlev / Pacific Science Review 16 (2014) 75e80

Interactive teaching methods in contemporary higher educationIntroductionInteractive teaching methods: description and roleTrainingIntroductionDiscoverExpectations of the participantsDetermination of the order of the trainingAdoption of the rules of the group (the agreement)Assessment of group information level is one of the tasks for the teacherActualization of the problemEducationSumming up

Case study methodBehavioural modellingThe method of peer feedbackPlay projectsMetaphor gameStorytellingBasket-methodThe method of action learning

ConclusionReferences