Taikomų technologijų ir mokymo(si) metodų efektyvumas dėstant ASU inžinerinių specialybių studentams
| Author | Affiliation | |
|---|---|---|
LT |
| Date |
|---|
2015 |
Straipsnyje pristatoma studijų dalyko „Medžiagų atsparumas ― dėstymo patirtis mokant Aleksandro Stulginskio universiteto inņinerinių specialybių studentus. Analizuodama studentų poreikius, mokymo(si) procese atsirandanĉias problemas bei dėstytojo uņduotis, autorė nagrinėja taikomų technologijų ir mokymo(si) metodų efektyvumą. Apklausos rezultatai atskleidņia studentų nuomonių įvairovę apie mińraus būdo taikymą naudojant virtualią mokymosi aplinką Moodle, atliktų Blic-apklausų poveikį ir koncepcinių ņemėlapių sudarymo įtaką jų studijoms. Tyrimo rezultatai parodė, kad studentų labai gerai vertinamos dėstytojo motyvacinė ir skatinamoji veiklos paveikė jų studijas.
The evaluation of Blic-inquiries revealed that one part of students was encouraged by them to attend classes (31 %) and for the others it was a new mean to concentrate, to improve the quality of work during the classes and to obtain better studying results (37 %). The method of constitution of conceptual maps (CM) was also used during the course in order to help students understand the connection between the theoretical and practical parts of the course. Students gave the most important evaluation to the CM function of ―mind development‖ and this suits their need of ―change in thinking‖. Research results of the second survey showed the necessity and the efficiency of this method: 56 % of respondents denoted that the use of CM had helped them (49 %) or had greatly helped them (7 %) to better understand the topics of the course Strength of materials which is usually not easy to pass.
This paper presents the experience of teaching the course ― Strength of materials‖ to Aleksandras Stulginskis University students of engineering specialities. By researching students‘ needs, problems occurring during the study process and teacher‘s tasks, the author analyses the efficiency of technologies and teaching (learning) methods applied during the course. Two surveys were carried out, where the respondents were the students of three study years (2012/13, 2013/14, 2014/15). The results of the first survey reveal that the major problem is a lack of motivation, and teacher can solve this problem by involving students into the course based on interesting discussions. Students consciously pursue the knowledge when teacher actively develops their self-sufficiency and offers them creative assignments during the study process. Students‘ lack of responsibility requires from teacher to develop it constantly. Study results show the variety of students‘ opinions towards the blended learning method using virtual learning environment Moodle and the effect of blic-inquiries and conceptual maps on their studies. Teacher‘s motivational and encouraging activities received a high appreciation from students inasmuch as it has influenced their studies. It was established that students preferred Moodle mostly because it offers them an option of self-evaluation tests, enables them to observe constantly their study progress, and there is also a possibility to learn at one‘s own pace and suitable time (33,9 % of respondents). On the other hand, the existing lack of self-sufficiency skills (to manage one‘s time, to learn, to collaborate and to communicate), which were rated by students during the first research, can be seen in the results of the second survey: 18,6 % of respondents indicated that this mean of learning is unacceptable for them and teacher should give lectures in the classroom.