- Year of publication: 2016
- Source: Show
- Pages: 3-10
- DOI Address: -
The learning to learn competence is becoming more and more important, as it enables efficient learning, is developing awareness and planning one‘s own process of learning. With empirical research, we wanted to study some of its aspects in the 4th year (undergraduate) and 1st year students (postgraduate) of the Faculties of Education in Slovenia. To establish the students‘ evaluation of their ways of learning and competence to teach we used a questionnaire. With the use of the research, we established the growth of evaluation of the majority of aspects, which shows that the learning to learn competence is related to a better evaluation of students’ own way of learning and better marks. Reported findings reveal that this competence and its aspects have a great impact on the effectiveness of learning and success of students.
Massive Open Online Course (MOOC) is a revolution in education. As learner, teacher presence and teaching method no longer depend upon time and distance, class enrolment also becomes open for more of the populace regardless of educational background. The goal of the research is to design a learning model that is in accordance with dimensions that are compatible with the MOOC rules. Literature review, a questionnaire, and interviews were used to define dimensions based on the MOOC rules. The research resulted in a model that is in accordance with MOOC categories and dimensions based on input from both users and developers.
The presented study employed an emotional intelligence framework as a means of explicitly examining the emotional competences and experiencing job satisfaction or burnout. Emotional intelligence is hypothesized to have a positive relationship with higher job satisfaction and negative with burnout. Firstly, the variables are discussed on the basis of existing concepts and research. The second part presents my own research: methodology outline, main data and discussion. Results showed that emotional intelligence was a negative significant predictor (r=0.54, p<0.05) of burnout symptoms, and a positive significant predictor of job satisfaction (r=0.37, p<0.05). The paper concludes with a discussion of the pedagogical implications, teaching professionalization and recommendations for future research.
The contribution enquires into possibilities of application of the heuristic methods in the teaching process, specifically its applications during the classes of mathematics in grammar school. In the frame of the research the influence was monitored of the unconventional way of solving problems during classes of mathematics in relation to the evaluation of educational advancements. Furthermore, pupils evaluated their attitude towards mathematical study including their viewpoint on problematic exercises in maths and the successfulness of solving these mathematical exercises was also evaluated. The results of the experimental group were compared to the same areas in the control group.
The presented study aimed at examining the effect of ARCS model on the Achievement Motivation (AM) and Academic Achievement (AA) of the tenth grade students. One hundred and thirteen tenth grade students (28 male, 85 female), divided into two groups (experimental = 50, control = 63), studied a unit about magnetism with the use of two different methods, an ARCS model and a traditional model for 2 weeks. Two instruments were used, a Motivation Achievement Test (MAT) and an Achievement Test (AT). The results showed that there were significant differences on the MAT and AT due to the implemented ARCS motivational model.
The article considers a positional training model as a way to energize students in class. The research problem is theoretically underpinned, the essence of the positional training method is revealed and its implementation is presented through description of its practical realization. Experimental data of the model efficiency are provided, having chosen the components of students’ culture of thinking. Analysis of the conducted pedagogical experiment specifies primary areas for improving the implementation of complex pedagogical conditions for creating culture of thinking, regarding interrelations between its components: knowledge, abilities, motivation, thinking and emotional intelligence.
The article presents the results of an empirical study, whose purpose was to identify preferences for art motifs among fourth-grade primary school students in Slovenia and Croatia. From the viewpoint of the total sample (n=1,467), the study results have shown statistically significant gender-related differences in four out of five cases. No differences were observed with regard to social stratum. With regard to individual countries, statistically significant differences were noted in three out of the five cases. It was expected that there would be no differences in preferences for art motifs between Slovenian and Croatian students.
Web 2.0 provides resources and tools that make the learning process social and collaborative as they connect students with each other and help to move from the instructor-centred methods of teaching to more contextual learning and problem-solving techniques (J.West and M.West, 2009). The aim of the paper is to introduce findings on the project of implementing Web 2.0 resources for collaborative work in the National Research University Higher School of Economics. The main objectives of the project were to 1) single out Internet resources aimed at collaboration to suit the purposes of educational programme; 2) determine how much collaborative learning background students have and their attitudes to online and face-to-face collaboration; 3) analyse the students’ involvement in collaborative learning activities; 4) research the influence of web-related technologies on willingness to collaborate. The main methods used in the research were questionnaire, interview and observation as well as analyses of students’ work. The results revealed a positive attitude to Web 2.0 among the majority of the students. The offered Internet resources (Tricider.com, MeetingWords.com, TodaysMeet.com) improved communication and collaboration outside of the classroom, which is vital as increasingly less time is being allocated for studying a foreign language. Besides, Web 2.0 resources make it easier for teachers to evaluate each student’s contribution to task achievement and ensure fair assessment of each student’s work.
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