Author: The Editors
Year of publication: 2014
Source: Show
Pages: 3-5
DOI Address: -
PDF: tner/201401/tner35toc.pdf

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Author: Stanisław Juszczyk
Institution: University of Silesia
Year of publication: 2014
Source: Show
Pages: 11-13
DOI Address: -
PDF: tner/201401/tner3500.pdf

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Author: Frantisek Sudzina
Institution: Aalborg University
Author: Liana Razmerita
Institution: Copenhagen Business School
Author: Kathrin Kirchner
Institution: University Hospital Jena
Year of publication: 2014
Source: Show
Pages: 17-28
DOI Address: https://doi.org/10.15804/tner.2014.35.1.01
PDF: tner/201401/tner3501.pdf

Streszczenie:

Educational on-line games are promising for new generations of students who are grown up digital. The new generations of students are technology savvy and spend lots of time on the web and on social networks. Based on an exploratory study, this article investigates the factors that influence students’ willingness to participate in serious games for teaching/learning. This study investigates the relationship between students’ behavior on Facebook, Facebook games, and their attitude toward educational on-line games. The results of the study reveal that the early adopters of educational games are likely to be students, who are young, have only a few Facebook connections, who currently play Facebook game(s). Furthermore, the study emphasizes that there may be differences between students coming from various countries.

e-learning Facebook on-line gaming

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Author: Libuše Hrabí
Institution: Palacky University
Author: Olga Vránová
Institution: Palacky University
Author: Ivo Machar
Institution: Palacky University
Author: Vilém Pechanec
Institution: Palacky University
Year of publication: 2014
Source: Show
Pages: 29-40
DOI Address: https://doi.org/10.15804/tner.14.35.1.02
PDF: tner/201401/tner3502.pdf

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The paper focuses on the assessment of text difficulty in six contemporary Czech science textbooks for fourth graders. Text analysis followed the authors’ own methodology. The results obtained reveal varying text difficulty between individual textbooks. Only textbooks by the Alter and SPN publishing companies comply with the difficulty scale for fourth-year textbooks and may be recommended for teaching.

natural science textbooks for the fourth grade text difficulty syntactic factor semantic factor

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Author: Antonio Jimeno
Institution: Independent Researcher
Year of publication: 2014
Source: Show
Pages: 41-53
DOI Address: https://doi.org/10.15804/tner.14.35.1.03
PDF: tner/201401/tner3503.pdf

Streszczenie:

Computer science studies possess a strong multidisciplinary aptitude since most graduates do their professional work outside of a computing environment, in close collaboration with professionals from many different areas. However, the training offered in computer science studies lacks that multidisciplinary factor, focusing more on purely technical aspects. In this paper we present a novel experience where computer studies and educational psychology find a common ground and realistic working through laboratory practices. Specifically, the work enables students of computer science education the development of diagnosis support systems, with artificial intelligence techniques, which could then be used for future educational psychologists. The applications developed by computer science students are the creation of a model for the diagnosis of pervasive developmental disorders (PDD), sometimes also commonly called the autism spectrum disorders (ASD). The complexity of this diagnosis, not only by the exclusive characteristics of every person who suffers from it, but also by the large numbers of variables involved in it, requires very strong and close interdisciplinary participation. This work demonstrates that it is possible to intervene in a curricular perspective, in the university, to promote the development of interpersonal skills. What can be shown, in this way, is a methodology for interdisciplinary practices design and a guide for monitoring and evaluation. The results are very encouraging since we obtained significant differences in academic achievement between students who attended a course using the new methodology and those who did not use it.

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Author: Jitka Jakešová
Institution: Tomas Bata University in Zlín
Year of publication: 2014
Source: Show
Pages: 54-65
DOI Address: https://doi.org/10.15804/tner.14.35.1.04
PDF: tner/201401/tner3504.pdf

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This study reports on the validation of the Motivated Strategies for Learning Questionnaire (MSLQ), a self-report, Likert-scaled instrument, developed by Pintrich et al. (1991). The instrument consists of two sections, i.e., motivation in the process of self-regulated learning and the learning strategies of university students. The adaptation concerned only the first section, the learning strategies section was not part of the adaptation. The sample consisted of 284 students of the Faculty of Humanities at Tomas Bata University in Zlín (256 women and 28 men). The average age was 24, ranging from 19 to 49, with a standard deviation of 6.4 years. Within the adaptation of the MSLQ for the Czech educational environment, the exploratory and confirmatory factor analyses, Cattell’s scree test and parallel Monte Carlo analysis were performed. As a result, a 3-factor model was generated. The motivation scales tap into three broad areas: (1) expectancy (represented by academic self-efficacy; 4 items), (2) value (represented by task value; 6 items), and (3) affect (represented by test anxiety; 7 items). The internal consistency (Alphas) of the subscales varies from 0.76 to 0.84. Significant correlation between Academic self-efficacy and Task value subscales was.377. The results correspond to the theoretical model.

internal consistency adaptation of MSLQ motivational aspects of self-regulated learning construct validity: exploratory factor analysis (EFA) confirmatory factor analysis (CFA)

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Author: Wioletta Kwiatkowska
Institution: Nicolaus Copernicus University
Year of publication: 2014
Source: Show
Pages: 66-76
DOI Address: https://doi.org/10.15804/tner.14.35.1.05
PDF: tner/201401/tner3505.pdf

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The main research objectives were presenting experiences of virtual classroom learners in the context of being part of a community or being indifferent towards it, as well as getting to know the value of the community in view of respondents, and the attitudes of respondents to the community. The research operated within the interpretive paradigm. The respondents were twenty six students of different majors at Nicolaus Copernicus University in Toruń. All the respondents emphasized the value of being part of a community; still, the opinions were diverse with regard to individual predispositions, skills and aptitudes of the learners. The obtained results are of great significance to the educational thought and practice and in relation to the growing importance of e-learning and its popularisation.

community virtual classroom blended-learning Education

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Author: Verónica Marín-Díaz
Institution: University of Cordoba
Year of publication: 2014
Source: Show
Pages: 77-87
DOI Address: https://doi.org/10.15804/tner.14.35.1.06
PDF: tner/201401/tner3506.pdf

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The arrival of the European Higher Education Area (EHEA) has brought about intense methodological restructuring in the participating countries. These changes, along with the development of ICT, are reshaping the Higher Education system. The emergence of advanced technological tools like the Moodle platform has altered the teaching-learning process at every educational cycle. This paper springs from the work undertaken as part of the ongoing project for Educational Excellence in collaboration with three Andalusia universities: Seville, Cadiz and Huelva. The study was entitled Tele-education Platforms for Virtual Instruction. Since work at the University of Huelva has taken into consideration the students at some point, and the University of Córdoba lacks research on this area, we decided to examine the role of the student at the University of Cordoba as side-work to the original project. To this purpose, we designed an instrument to determine the students’ rate of use, level of satisfaction and level of knowledge of the Moodle platform. Thus, with this paper we would like to emphasize the relevance of students as key elements in the education system, as recipients of the teaching process.

e-learning university pupils Moodle EEES LMS

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Author: Bihong Li
Institution: Hunan University
Author: Pamela L. Eddy
Institution: The College of William and Mary
Year of publication: 2014
Source: Show
Pages: 88-100
DOI Address: https://doi.org/10.15804/tner.14.35.1.07
PDF: tner/201401/tner3507.pdf

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While discussion on faculty development in China has been increasing in recent years, our understanding of the strategy for the development remains limited. This study with a survey aimed to examine whether e-learning could meet faculty members’ expectations for their professional development. Our findings suggest that e-learning is identified as a preferred means of opening new opportunities to meet the needs of faculty in China where faculty development still remains traditional training and it has bright prospects. The result also highlights individual perspectives as a critical factor shaping e-learning behavior, and provides implications for the policy of faculty development.

individual perspective faculty development e-learning China

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Author: Barbara Sicherl-Kafol
Institution: University of Ljubljana
Author: Olga Denac
Institution: University of Ljubljana
Author: Jerneja Denac
Institution: University of Ljubljana
Author: Konstanca Zalar
Institution: University of Ljubljana
Year of publication: 2014
Source: Show
Pages: 101-111
DOI Address: https://doi.org/10.15804/tner.14.35.1.08
PDF: tner/201401/tner3508.pdf

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The paper presents the results of a study in which we analysed planning of musical objectives in the psychomotor domain prepared by 372 Slovenian general education teachers. The research results showed high share of objectives pertaining to the taxonomy category of speech behaviours, which was followed by the categories of gross bodily movements, finely coordinated movements and non-verbal communication. The above facts confirm that music objectives can be classified in the prevailing psychomotor domain and show the utilization of a chosen taxonomy model. The research results also indicate that Slovenian general education teachers are aware of the need for active approaches to music teaching although they pay less attention to music objectives planning in the category of non-verbal communication which exceeds the mere use of words and represents the basis for contemporary approach of music teaching through musical doing and making.

Music Education music objectives lesson plan primary school psychomotor learning domain

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