Taikomų technologijų ir mokymo(si) metodų efektyvumas dėstant ASU inžinerinių specialybių studentams

Abstract

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

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