In India, traditional learning approaches in universities follow passive learning and instruction-based studies. The demand for evidence-based instructional and interactive active learning processes increases with the advancement in technology. To improve the quality of teaching and student performance, Laureate International University network has taken a unique initiative by applying an iterative and evidence-based active learning process in small groups at the University of Petroleum and Energy Studies, Dehradun for the Postgraduate Certificate in Academic Practice program. In this study, active learning processes with digital devices (mobile devices) and digital technologies (modeling tools, simulation, and online resources), having virtual small-to-medium strength classrooms are integrated into various scenarios with different levels of education. This has been found to be useful in improving student performance during the COVID-19 pandemic. The proposed process applies both traditional and active learning processes with the provision to use mobile devices for digital content. This process also involves teachers attending a Bootcamp, over a 2-month period, consisting of four modules in which they learn about and use digital content that will then be applied in their courses. Results show that the active learning process is of great benefit to students over traditional learning, and it provides a 30% improvement in student's grades. Further, it is observed that long-term learning average marks increase by 66.9% in two engineering subjects. The simulation-based experimentations are conducted to engage students and faculty members in active learning and simulation learning processes. It shows that the proposed approach (active learning) improves students' learning abilities as compared to the traditional approach.

中文翻译：

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在 COVID-19 大流行期间使用虚拟社区教室的基于数字设备的主动学习方法

在印度，大学的传统学习方法遵循被动学习和基于教学的学习。随着技术的进步，对循证教学和交互式主动学习过程的需求也在增加。为了提高教学质量和学生表现，桂冠国际大学网络采取了一项独特的举措，在德拉敦石油和能源研究大学的小组中应用迭代和循证的主动学习过程，以获得学术实践研究生证书程序。在这项研究中，使用数字设备（移动设备）和数字技术（建模工具、模拟和在线资源）的主动学习过程，将虚拟中小课堂融入不同教育层次的各种场景。已发现这有助于在 COVID-19 大流行期间提高学生的表现。提议的过程同时应用传统和主动学习过程，并规定使用移动设备获取数字内容。这个过程还涉及教师参加为期 2 个月的训练营，由四个模块组成，他们在这些模块中学习和使用数字内容，然后将这些内容应用到他们的课程中。结果表明，与传统学习相比，主动学习过程对学生有很大的好处，它使学生的成绩提高了 30%。此外，据观察，两个工程学科的长期学习平均分数提高了 66.9%。进行基于模拟的实验是为了让学生和教职员工参与主动学习和模拟学习过程。它表明，与传统方法相比，所提出的方法（主动学习）提高了学生的学习能力。