Mišraus mokymosi metodo diegimas inžinerinių specialybių studentų rengimui – ASU atvejis
| Date |
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2012 |
Autoriai pristato mišraus mokymosi metodo diegimo patirtį Aleksandro Stulginskio universitete mokant pirmos pakopos inžinerinių specialybių studentus „Medžiagų atsparumo“ studijų dalyko bei atskleidžia studentų poreikį tokio tipo studijoms. Lygindami tradicinių, mišrių ir nuotolinių studijų panašumus ir skirtumus, straipsnio autoriai teigia, kad norint pagerinti dėstomo dalyko kokybę, žinių įsisavinimo greitį ir keliant studentų mokymosi motyvaciją efektyvu taikyti virtualias mokymosi aplinkas. Tyrimo rezultatai rodo, kad neskaitant problemų, kylančių dėstytojui rengiant bei teikiant tokio tipo mokymus, naudojant mišrųjį mokymosi metodą, gerėja studentų mokymosi rezultatai, atsiranda mokymosi motyvacija ir laiko planavimo įgūdžiai.
Special instructions how to use virtual learning environment and adaptations to specific course requirements are very useful for the students who use blended learning method. It is very important to think in advance about teaching and learning methods and chose appropriate ones, continually motivate and activate students. The authors suggest starting learning process from self- analysis – to answer questions: why do I need this course, what knowledge and skills do I lack and what will I learn. It is very useful if the teacher has the possibility to comment and give reflections on the answers to these questions.In general, students agree that virtual learning environment.
The implementation of blended learning method for undergraduate engineering students at Aleksandras Stulginskis University. The paper presents the implementation of blended learning method at Aleksandras Stulginskis University for engineer specialities of undergraduate students when teaching a course of „The strength of materials“, and reveals the students‘ need for such a method of teaching and learning. Making the comparison between traditional, blended and distance learning methods, finding the similarities and differences, the authors argue that virtual learning environments are very effective for the improvement of the learning quality, knowledge absorption rate and increasing the motivation for studies. The research results show that professors need to have specific knowledge, skills and additional time in case they deliver blended learning course. The authors state that teachers mostly have sufficient knowledge to deliver blended learning courses but some of them lack motivation to change from traditional to blended learning method. Colleagues’ and institution administration support, technical and methodological assistance, other colleagues good practice examples, the accreditation of blended learning encourage teachers to deliver courses of this kind. The teacher, who has chosen this method of teaching, should consider the potential barriers in advance: if students will have enough motivation for self- studies, carrying out individual assignments, if they will abilities for metacognition and self- evaluation. Students need practical introductory lecture at the beginning of the study process: a basic introduction to blended learning method, virtual learning environment, later on - permanent refreshment of this knowledge needed.