Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/89083
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Sankauskienė, Tatjana
Title: Taikomų technologijų ir mokymo(si) metodų efektyvumas dėstant ASU inžinerinių specialybių studentams
Other Title: The efficiency of technologies and teaching (learning) methods applied to teaching the students of engineering specialities in Aleksandras Stulginskis University
Is part of: Role of higher education institutions in society: challenges, tendencies and perspectives = Aukštųjų mokyklų vaidmuo visuomenėje: iššūkiai, tendencijos ir perspektyvos. Alytus: Alytaus kolegija, 2015
Extent: p. 188-195
Date: 2015
Keywords: Studentų poreikiai;dėstytojo užduotys;Moodle aplinka;blic-apklausos;koncepciniai žemėlapiai;Students' needs;teacher‘s tasks;Moodle environment;sblic-inquiries;conceptual maps
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
Internet: http://alytauskolegija.lt/wp-content/uploads/2014/09/Aukstuju_mokyklu_vaidmuo_issukiai_tendencijos_ir_perspektyvos_2015_Nr_4.pdf
Affiliation(s): Vytauto Didžiojo universitetas
Žemės ūkio akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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