Abstract
This article is devoted to teachers who are working on active and passive learning. It aims to evaluate teaching methods, workload, rhythm and the dynamic of teachers in a hybrid learning context, remotely using Moodle and face-to-face methods as e-learning platform. A comparison will be made between two learning approaches Active and passive learning by using a quantitative and qualitative study. We compare results from survey study of Experimental Physics in which students are put in learning-by-doing contexts following the scientific method, and Classical Physics-Chemistry which used passive learning method. A sample of 108 students out of 183 from the School of Industrial Management (EMINES) of Mohammed VI Polytechnic University presently was drawn using random, proportionate, stratified sampling techniques. The findings revealed that there is a significant relationship between workloads and dynamic and no significant relationship between rhythm of learning and teaching methods.
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Acknowledgment
I would like to thank the Mohammed VI Polytechnic University for the support and for making this work possible. Special thanks go to the Professor Abdelfettah HABIB, who created the teaching approach of Experimental Physics, for his patient guidance, contribution and ongoing collaboration.
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Baba, K., Cheimanoff, N., El Faddouli, Ne. (2020). A Comparative Study of Active and Passive Learning Approaches in Hybrid Learning, Undergraduate, Educational Programs. In: Arai, K., Kapoor, S., Bhatia, R. (eds) Intelligent Computing. SAI 2020. Advances in Intelligent Systems and Computing, vol 1228. Springer, Cham. https://doi.org/10.1007/978-3-030-52249-0_48
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