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Autor
Mironova Olga (University of Technology), Amitan Irina (University of Technology), Vendelin Jelena (University of Technology), Saar Merike (University of Technology), Rüütmann Tiia (Tallinn University of Technology, Estonia)
Tytuł
Strategies for the Individualization of an Informatics Course
Źródło
Annals of Computer Science and Information Systems, 2014, vol. 2, s. 835 - 840, rys., tab., bibliogr. 11 poz.
Słowa kluczowe
Informatyka, Program nauczania, Kształcenie informatyków, Studenci
Information science, Curriculum, Education of IT personnel, Students
Uwagi
summ.
Abstrakt
The present paper describes the strategies used to compile and teach an Informatics course developed during last years at Tallinn University of Technology. The strategy is based on the main principles of blended learning and the analysis of the results of experiments with students from different faculties. Various tests were carried out to identify students' levels of knowledge and preferences in their learning process based on their learning styles. Throughout the experiment, students were divided into groups according to the test outcomes. Separate groups were formed of students with different levels of knowledge and learning styles, determined using the Felder-Silverman model. Adaptive learning tools were provided for the students considering the three main aspects: students' background, the level of their prior knowledge and their preferred learning style. The success of the strategy presented in this article is demonstrated by comparing the achievements of the test group with the reference group, who were not taught using the new strategies.(original abstract)
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Bibliografia
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  1. ECDL Foundation. Retrieved from: http://www.ecdl.com
  2. Felder, R.M and Soloman, B.A (n. d.) Learning styles and strategies. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
  3. Felder, R.M. and Brent, R. Understanding Students Differences, Journal of Engineering Education, 2005, 94(1), pp. 57-72. http://dx.doi.org/10.1002/j.2168-9830.2005.tb00829.x
  4. Felder, R.M. and Silverman L.K. Learning and Teaching Styles in Engineering Education, Engr. Education, 1988, 78(7).
  5. Felder, R.M. and Spurlin, J. Applications, Reliability, and Validity of the Index of Learning Styles. Intl. Journal of Engineering Education, 2005, 21(1), pp. 103-112. Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS_Validation%28IJEE%29.pdf
  6. Khan Academy. Retrieved from: http://www.khanacademy.org
  7. Kolb D. "Experiental Learning", Engle Cliffs, Prentice Hall, 1984, 256 p. Retrieved from: http://academic.regis.edu/ed205/kolb.pdf
  8. Mironova, O., Amitan, I., and Vilipõld, J. Computational Thinking and Flexible Learning: Experience of Tallinn University of Technology. Lecture Notes in Information Technology; 2012, 23-24, pp. 183 - 188. Retrieved from: http://www.ier-institute.org/2070-1918/lnit23/v23/183.pdf
  9. Moodle. Retrieved from: https://moodle.org
  10. Soloman, B. A. and Felder, R.M. (n. d.). Index of Learning Styles Questionnaire. Retrieved from: http://www.engr.ncsu.edu/learningstyles/ilsweb.html
  11. Studies Information System, Tallinn University of Technology. Retrieved from: http://ois.ttu.ee
Cytowane przez
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ISSN
2300-5963
Język
eng
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