**1.3. Preliminary results**

active learning increasing self-confidence and problem-solving in strategic scenery, and to measure active learning with development tasks and presentations. The above studies have the dual purpose of investigating the issues and extending them to different types of

There are many forms and techniques to apply active learning and increase the students which increase students' ability to systematize and consolidate knowledge. So, we use the

Meanwhile, these techniques have been reinforced with Organizational Development tech-

**1.** Training-group (an interactive technique where people learn from each other, the best-

**2.** Team-building (use of intervention different types that enhance social relationships and clarify the roles of group members, one of the known techniques is outdoor) [25].

**3.** Delphi technique (use of an experts group to compare unstructured or individual groups) [26].

**4.** Technique of help interview/consultation (consultation process—technique of psychologi-

**5.** Force-field analysis technique (the technique of events diagnosis for results optimization) [28]. **6.** Confrontation group technique (a technique that means having the courage to tell a person what they have seen or heard, to show that they are worried about them and to suggest

**7.** Data feedback technique (data feedback—ability to give and receive opinions, criticisms and suggestions about our attitudes, behaviors, and/or performances, with the purpose of

**8.** Third-party technique (the third party—is a procedure for the resolution of controver-

reorienting and/or stimulating a particular individual or group action) [30].

sies—is one of the alternative methods to classic judiciary litigation), [31].

niques practice, during the discipline development [23] as it follows:

known technique is the psychodrama) [24].

following active learning techniques for case study active learning strategy [15]:

populations.

**1.2. Research methods**

4 Active Learning - Beyond the Future

**2.** teamwork [17]

**5.** ability to argue [20]

**7.** problem-solving [22].

cal interview) [27].

that they are willing to help) [29].

**1.** preparation for the debate [16]

**3.** exposition and communication [18]

**4.** preparation for improvisation [19]

**6.** involvement in the activity [21]

Based on active learning techniques, we proposed those that justified the link between revealed autonomy and the ability to solve problems in a strategic scenario, in our theme, case study resolution, and the results achieved with tasks execution and presentations. Several contributions try to explain advantages, constraints, and active learning utility, on this book that we divide in to three sections:


In the first section, we begin with an excellent article from PdD Radwan Akran, about active machine learning use where, in a clear explanation, he conveys to us this technique knowledge, taking, in particular, into account, increasing in teaching and learning. At the same time, he showed us how the humans learn faster with better performance when they can actively select the informative instances from a pool of unlabeled data instead of random sampling, and discuss the challenges that this technique has to win.

Following, we have another interesting article from the Dr. Sewagegn Abatihun Alehegn and Dr. Boitumelo M. Diale, who presents us a learners' role empowerment scenario, where they achieve competencies using active learning, a focus on student-centered teaching and skills.

On the path of what we deal with in this section, we have a fabulous article form Prof. Yamada Reiko that offers an overview of an introduction case about the use of active learning methodologies in higher education program, in Japan, revealing the achieved success factors.

to investigate a given case study with the teacher supervision, when applied a set of O.D. methods and techniques in a change process follow-up participation [41] and organizational intervention [42], for presenting in a short space of time, in the classroom. The students, doing the investigation consult several sources (books, videos, HRM consulting sites, technical and scientific articles, and other documents), being that the final result is intended to illustrate the

Introductory Chapter: Active Learning—Beyond the Future

http://dx.doi.org/10.5772/intechopen.84758

7

The students must represent O.D. consultant roles [43], in practical presentation examples, which can be real or created, presenting the situation that leads to the intervention, also justi-

The work is measured in a way inspired by a case base learning Blooms Taxonomy [44] where students are evaluated according to a punctuation of 0 to 20 points in each technique with

**1.** Preparation for the debate [16]. Student's efforts in the sense to obtain relevant consistent data for their fundamental speech in order to confront other speeches from other students, about some case or cases, for getting a solid argumentation to confront doubts, facts, and

**2.** Teamwork [17]. Means students organization capacity support themselves, helping each other by motivating, cooperating and communicating, addressing risk scenarios, and taking decisions about their resources in competition according to their own means, where

**3.** Exposition and communication [18]. Students draw a proposal about their investigations, questioning critically, arguing, and seeing beyond the future, and own interests or ideologies, giving and asking for feedbacks, creating a positive and constructive speech, chang-

**4.** Preparation for improvisation [19] and ability to argue [20]. Students search additional opportunities to speak and write in ways that convey the essence and significance of their research clearly and accurately. They search networking possibilities that could help in their guidelines to speak in an associative way the several and different subjects, and use a strategy for defending subjective constraints to what the others consider appropriate, who is mistaken for sense and the ability to demonstrate the existing differences and diversity (30%weight).

fying the technique utility for the presented situation and how it should be applied.

weighted scale in each executed techniques either, that we mention again:

they synergistically take attitudes to win the challenges (20% weight).

ing experiences, and potentiating the speech (20%weight).

knowledge obtained by the student through this process.

The case study strategy has the following structure:

**3.** When and to whom the technique is directed.

**3. Technique development and process**

tendencies revealed (10% weight).

**1.** Theoretical foundation

**4.** Consultant role.

**2.** Technique nature and objective

We complete this section with a great article from prof. David Johnson about cooperative learning, which reveal us the adaptability of this methodology in adaptation by small groups, achieving effective results. Thus, he reveals us the focus on cooperative learning theories, types and behaviors, implicit in this technique he offers us an extraordinary practice to master and apply the knowledge.

In the second section, we have a set of investigations that present us with an extraordinary dynamics in the practical active learning approach in the future direction based on information and communication technologies.

According with that, Dr. Abdolrezapour Pariza shows us a computer mediation active learning activities with good results in students' performance, an excellent experimental work that translates very satisfactory results to face this type of learning as the future dynamics in the knowledge acquisition and application.

Continuing with this section, we have another good example with the contribution of Dr. Aouag Sofiane regarding an innovative approach for renewing instructional design focus with a precision microinstructional engineering design, in an innovative way, that transports us into a new world.

The section concludes with an excellent and visionary article by Dr. Mario Barajas that points us to the future orientation of active learning, and it also points out that creativity in conjunction with digital technologies contributes to students' enrichment competencies, in particular, creative competencies.

The third section addresses issues related to active learning namely social dilemmas, coaching strategies and entrepreneurship. In the first article, Dr. Bishara Saied gives us a strong and appellative work about the form that the teaching counselors must deal with students with disabilities, researching for an active way to solve several dilemmas.

Drs. Enisa Mede and Kıvılcım Vermez present an excellent case study on a coaching process to enrich the skills of new teachers in order to be able to teach actively.

We end the section and the book with a spectacular chapter by Dr. Emete Toros about female entrepreneurship that, through active factors and personality traits, develops active learning to create their own businesses and professions.
