Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/92979
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Educology (S007)
Author(s): Kondratavičienė, Renata
Title: Ugdymo turinio individualizavimas ir diferencijavimas naudojant virtualiąją mokymo(si) aplinką „EDUKA klasė“
Other Title: Individualization and differentiation of the content of primary education by using virtual learning environment “EDUKA class”
Is part of: Pedagogika : mokslo darbai = Pedagogy. Vilnius : Lietuvos edukologijos universitetas, 2018, T. 130, nr. 2
Extent: p. 131-147
Date: 2018
Keywords: Virtualioji mokymo(si) aplinka;„EDUKA klasė“;Ugdymo turinys;Užduočių individualizavimas;Užduočių diferencijavimas;Virtual learning environment;“EDUKA class”;Curriculum content;Individualization of tasks;Differentiation of tasks
Abstract: Straipsnyje atskleidžiama ugdymo turinio individualizavimo ir diferencijavimo samprata realioje ir virtualiojoje mokymo(si) aplinkoje. Nagrinėjama, kaip virtualiosios mokymo(si) aplinkos „EDUKA klasė“ funkcijos, sudarančios galimybę individualizuoti ir diferencijuoti užduotis, naudoti skaitmeninių vadovėlių ir virtualiosios saugyklos medžiagą, teikti ir gauti grįžtamąjį ryšį, stebėti pažangą ir mokymosi rezultatus, padeda individualizuoti ir diferencijuoti pradinio ugdymo turinį mokykloje
The article reveals the concept of individualization and differentiation of curriculum content in a real and virtual learning environment. It examines how the virtual learning environment (EDUKA class) features the ability to personalize and differentiate tasks, use digital textbooks and virtual material, provide and receive feedback, monitor progress and learning outcomes, and help to individualize and differentiate the content of elementary education at school. In order to evaluate the use of the core functions of the virtual teaching environment “EDUKA class” – working with groups, tasks and lesson material, feedback and learning outcomes and tracking progress - to differentiate and personalize the content of primary education, a quantitative survey was conducted - a written survey of respondents. It took place in 2017 from June to August, 109 Lithuanian primary school teachers were actively interviewing the virtual learning environment “EDUKA class” in the learning process. Data received by respondents in response to closed questions were analyzed by the SPSS (Statistical Package for Social Sciences) for Windows 17.0 program. Descriptive statistics used for quantitative survey processing. The qualitative analysis (i. e. content analysis) was used to analyze the answers to open questions in the questionnaire. The results of the research showed that in the virtual teaching environment “EDUKA class”, the teacher quickly and comfortably divides students into homogeneous groups according to their talents, progress, inclinations, interests. Based on the individual differences of pupils, the teacher creates open-ended tasks and closed-ended tests in accordance with the complexity of the group’s students. Conducts teaching materials (files, links) created and used in the educational process. [...]
Internet: http://www.pedagogika.leu.lt/index.php/Pedagogika/article/view/883/392
http://dx.doi.org/10.15823/p.2018.27
http://www.pedagogika.leu.lt/index.php/Pedagogika/article/view/883/392
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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