This document summarizes a research study that examined university students' attitudes toward full-time and distance learning. It begins by defining university education and outlining the two main modes of study - full-time and distance. Key terms associated with each mode are identified. The study aimed to determine if students perceive the two modes differently and identify any differences in their attitudes toward concepts related to each. Surveys were conducted using the ATER method to measure student attitudes on a semantic differential scale. The results of the study are then presented.
The document summarizes key points from a workshop on the future of teacher education in Europe. It discusses the nature and roles of teacher education and research, as well as how to evaluate quality in teacher education. Some of the challenges mentioned include responding to societal and individual demands, developing quality assurance systems, and overcoming divisions between theory and practice.
A Survey on Various Learning Styles Used in E-Learning SystemEditor IJMTER
Personalized E-learning seeks to provide each individual learner with the right and
sufficient content they need according to learners level of knowledge, behavior and profile. The
performance of the learners can be enhanced by posting the suitable E-learning contents to the learners
based on their learning styles. Hence, it is very essential to have a clear knowledge about various
learning styles in order to predict the learning styles of different learners in E-learning environments.
However, predicting the learning styles needs complete knowledge about the learners past and present
characteristics. The core objective of this survey paper is to outline the working of the existing learning
style models and the metrics used to evaluate them. Based on the existing models, this paper identifies
Felder–Silverman learning style model as the appropriate model for E-learning so that it can enrich the
performance of the E-learning system.
The Importance of Distance Education for Adult Students in Uzbekistanijtsrd
In this article, we review the results of a study aimed at comparing the shortcomings and achievements of distance learning in technical higher education institutions, a survey of older students on the experience. The survey was conducted using a 10 question questionnaire via telegram messenger. Rakhimov Kholmurot Abdullayevich "The Importance of Distance Education for Adult Students in Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37940.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/37940/the-importance-of-distance-education-for-adult-students-in-uzbekistan/rakhimov-kholmurot-abdullayevich
Overcoming the split-personality syndrome in Open and Distance Learning (ODL)...iosrjce
ODL provides unlimited choices and has a positive impact on the socio-economic transformation of
people through life-long learning skills and learner autonomy. ODL as a philosophy in open learning, as a
mode of delivery and as a field of practice is facing a severe threat in terms of its nature of delivery. Due to the
large numbers of lecturers from conventional institutions, ODL institutions because of the nature of their
operations end up hiring these lecturers as part-time tutors whose training is not deeply rooted in ODL systems
of learning and philosophies. Therefore, in an attempt to deliver, the hired tutor normally, consciously or
unconsciously, slides back into lecturing against the demands of the ODL which are tutoring and interactivity.
As a result, the tutor fails to identify with the roles and functions of ODL practitioners. The students who are
supposed to lead the way with questions and discussions are also lost in this dilemma. For these reasons,
students are not normally aware of the nature of learning that they are supposed to undertake. In most cases, if
ODL trained tutors come and start tutoring instead of lecturing, they are normally shunned. The main thrust of
this study is on how to manage or overcome split-personality situations. ODL learning philosophies normally
respond to its demands, society’s welfare needs and national development interests. The philosophies in
question should be post-modernism, social constructivism and person – centered approaches. Social
constructivist discourse provides interaction and people’s interpretation of their world experiences (Freedman
and Combs, 1996). Through the social constructivist philosophy, Fraser (2006) emphasizes learning as a
process of social construction, where learners, first and foremost learn from their interaction rather than merely
relying on lectures or study materials. We conducted in-depth interviews with ODL students, conventionally
trained tutors and ODL trained tutors in order to establish how best they can find each other. Study participants
were purposively sampled to enable researchers to identify data-rich sources. Document analysis was also
conducted on the ODL modules in order to establish their tutorship wellbeing and interactivity. Interview
proceedings were recorded, transcribed, validated, segmented and coded. Data were analysed using the
thematic content approach. The major findings were that while modules used in ODL are very interactive,
conventionally trained tutors prefer lecturing to tutoring and learners prefer to be lectured to. The major
recommendation was that conventionally trained tutors should be staff developed in the ODL mode of delivery.
A Situative Metaphor For Teacher Learning The Case Of University Tutors Lear...Sabrina Green
This document summarizes a research study that developed a new metaphor for understanding how university tutors learn to grade student coursework and maintain academic standards. The researchers observed tutors grading coursework while thinking aloud, then interviewed them. They analyzed the data to develop a metaphor that positions tutors' learning as an "interplay between vertical, public knowledge and horizontal, practical wisdom knowledge domains." This metaphor aims to better capture tutors' complex, situated learning than the common "theory-practice gap" metaphor. It views tutors as developing professional knowing through negotiating their practice and identities within communities.
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.
The document summarizes key points from a workshop on the future of teacher education in Europe. It discusses the nature and roles of teacher education and research, as well as how to evaluate quality in teacher education. Some of the challenges mentioned include responding to societal and individual demands, developing quality assurance systems, and overcoming divisions between theory and practice.
A Survey on Various Learning Styles Used in E-Learning SystemEditor IJMTER
Personalized E-learning seeks to provide each individual learner with the right and
sufficient content they need according to learners level of knowledge, behavior and profile. The
performance of the learners can be enhanced by posting the suitable E-learning contents to the learners
based on their learning styles. Hence, it is very essential to have a clear knowledge about various
learning styles in order to predict the learning styles of different learners in E-learning environments.
However, predicting the learning styles needs complete knowledge about the learners past and present
characteristics. The core objective of this survey paper is to outline the working of the existing learning
style models and the metrics used to evaluate them. Based on the existing models, this paper identifies
Felder–Silverman learning style model as the appropriate model for E-learning so that it can enrich the
performance of the E-learning system.
The Importance of Distance Education for Adult Students in Uzbekistanijtsrd
In this article, we review the results of a study aimed at comparing the shortcomings and achievements of distance learning in technical higher education institutions, a survey of older students on the experience. The survey was conducted using a 10 question questionnaire via telegram messenger. Rakhimov Kholmurot Abdullayevich "The Importance of Distance Education for Adult Students in Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37940.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/37940/the-importance-of-distance-education-for-adult-students-in-uzbekistan/rakhimov-kholmurot-abdullayevich
Overcoming the split-personality syndrome in Open and Distance Learning (ODL)...iosrjce
ODL provides unlimited choices and has a positive impact on the socio-economic transformation of
people through life-long learning skills and learner autonomy. ODL as a philosophy in open learning, as a
mode of delivery and as a field of practice is facing a severe threat in terms of its nature of delivery. Due to the
large numbers of lecturers from conventional institutions, ODL institutions because of the nature of their
operations end up hiring these lecturers as part-time tutors whose training is not deeply rooted in ODL systems
of learning and philosophies. Therefore, in an attempt to deliver, the hired tutor normally, consciously or
unconsciously, slides back into lecturing against the demands of the ODL which are tutoring and interactivity.
As a result, the tutor fails to identify with the roles and functions of ODL practitioners. The students who are
supposed to lead the way with questions and discussions are also lost in this dilemma. For these reasons,
students are not normally aware of the nature of learning that they are supposed to undertake. In most cases, if
ODL trained tutors come and start tutoring instead of lecturing, they are normally shunned. The main thrust of
this study is on how to manage or overcome split-personality situations. ODL learning philosophies normally
respond to its demands, society’s welfare needs and national development interests. The philosophies in
question should be post-modernism, social constructivism and person – centered approaches. Social
constructivist discourse provides interaction and people’s interpretation of their world experiences (Freedman
and Combs, 1996). Through the social constructivist philosophy, Fraser (2006) emphasizes learning as a
process of social construction, where learners, first and foremost learn from their interaction rather than merely
relying on lectures or study materials. We conducted in-depth interviews with ODL students, conventionally
trained tutors and ODL trained tutors in order to establish how best they can find each other. Study participants
were purposively sampled to enable researchers to identify data-rich sources. Document analysis was also
conducted on the ODL modules in order to establish their tutorship wellbeing and interactivity. Interview
proceedings were recorded, transcribed, validated, segmented and coded. Data were analysed using the
thematic content approach. The major findings were that while modules used in ODL are very interactive,
conventionally trained tutors prefer lecturing to tutoring and learners prefer to be lectured to. The major
recommendation was that conventionally trained tutors should be staff developed in the ODL mode of delivery.
A Situative Metaphor For Teacher Learning The Case Of University Tutors Lear...Sabrina Green
This document summarizes a research study that developed a new metaphor for understanding how university tutors learn to grade student coursework and maintain academic standards. The researchers observed tutors grading coursework while thinking aloud, then interviewed them. They analyzed the data to develop a metaphor that positions tutors' learning as an "interplay between vertical, public knowledge and horizontal, practical wisdom knowledge domains." This metaphor aims to better capture tutors' complex, situated learning than the common "theory-practice gap" metaphor. It views tutors as developing professional knowing through negotiating their practice and identities within communities.
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.
Educational management refers to the administration of educational institutions and organizations. It involves planning, organizing, coordinating, and controlling the policies and systems of an educational organization. The scope of educational management is broad and includes organizing various school resources and activities, maintaining student records, evaluating student achievement, preparing timetables, coordinating with educational authorities, and providing student services. Effective communication is important for teaching and learning as it helps build relationships between teachers and students, improves student performance and self-esteem, and allows teachers to assess how well students are understanding lessons.
EDU 502_Teaching Technologies_TCC_Syllabus_160613-10Patrick D. Huff
This document is a syllabus for an educational technology methods course taught by Professor Patrick Huff. The 3-page syllabus outlines the course objectives, which include understanding how emerging technologies can be applied to enhance teaching and learning. It provides information on course logistics, including meeting times and location. It also introduces the professor and lists required texts. The syllabus includes appendices on topics like curriculum design, instructional principles, and the InTASC teaching standards that will be covered throughout the course.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
A Holistic Approach To Learning And Teaching Interaction Factors In The Deve...Lisa Garcia
This document summarizes the Holistic Approach to Learning and Teaching Interaction (HALTI), which was developed over 9 years by the author through reflective teaching practice. HALTI aims to develop students as critical, confident, independent learners by making learning a process of self-improvement within a social context. It recognizes students as individuals with personal needs and invokes Personal Construct Theory to understand students' perspectives and help them take ownership of knowledge. The approach involves 5 aspects of interaction designed to motivate students and develop critical thinking skills. Evidence shows HALTI improves student engagement, progression and satisfaction.
This document summarizes the JISC e-Learning and Pedagogy Programme, which aims to promote effective learner-focused e-learning. Phase 1 involved two large studies that investigated learners' experiences and expectations of e-learning. Learners reported high expectations for technology and preferring personal technologies and internet sources over institutional ones. Phase 2 involves seven focused studies examining specific learner groups and how learner experiences change over time, with the goal of providing guidelines for practitioners and institutions.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
This document discusses value co-creation in higher education. It begins by reviewing how traditional higher education views the student as a passive recipient of knowledge from teachers, while more modern approaches see students as active contributors to the learning process.
It then examines education through the lens of Service Dominant Logic, which views students and teachers as co-creators of value. Several examples of value co-creation in higher education are provided and grouped into four categories based on how they involve students.
The purpose is to illustrate how higher education institutions have incorporated value co-creation methods and provide context for future research on collaborative learning models and ways technology can enhance the educational process.
An educational platform for all: an e-Hoop approach C. Papanik
The document discusses the e-Hoop learning platform, which was developed to focus on individual learner needs and eliminate social exclusion by introducing a new conceptual framework for education. E-Hoop is a universal, dynamic, and adaptable learning environment that provides diagnostic tools to evaluate learner abilities and preferences in order to deliver customized educational content. The goal of e-Hoop is to be an educational platform that can meet the needs of all learners and educators.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
ALTC09: Connecting Transitions and Independent Learning: developing academic ...Richard Hall
This document discusses two projects aimed at improving student transitions into higher education. The CoTIL project examines challenges students face during transitions and the role technologies can play in expanding learning beyond the classroom. It also describes two strands of the project: peer mentoring managed by students and history students using social media for reflection. The document recommends that mentors engage mentees in discussing technologies and community-building, and that institutions support students' ability to manage their own networks and content to facilitate independent learning.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Irritable Emotions - Resistance to University ReformsMari Simola
Why does it seem to be so difficult to make real change happen in universities? The current higher education system certainly requires balance, and several attempts to change it have been made.
However, making change happen in higher education institutions is not an easy business. The focus of this article is on the grassroots of the university, on the development of education and on teaching in a research intensive institution. I am using the theoretic optics from research on emotions and their role in social life to shed light on the reasons which cause ”resistance to change” as well as on conflicts which result from a clash of values between new and old ways of behaving. I will also focus on how local practices, values and beliefs are embedded in academic institutions. Empirically, the article is based on my research on educational development in a Finnish university,
but the emphasis here is on how local practices and values meet the reforms.
All commercial copyrights belong to Journal of European Higher Education Area. (www.ehea-journal.eu)
Reference: Simola, M. 2012. Irritable Emotions – Resistance to University Reforms. In Journal of the European Higher Education Area (http://www.ehea-journal.eu/), 3(2012): 105-124.
Students perceptions of distance learning, online learning and the traditiona...Assignment Junction
Students' perceptions of distance learning, online learning, and traditional classrooms were studied. A survey of 128 students found:
1) Students perceive online learning as more convenient due to saving time and fitting schedules better, but have concerns about discussion participation.
2) Students view distance learning less favorably and do not find it as effective as traditional classes, though it can be convenient for schedules.
3) Overall, students are ambiguous about online learning's effectiveness compared to traditional classes, but prefer the traditional format.
This document discusses definitions of curriculum and foundations of curriculum. It provides broad and specific definitions of curriculum from various scholars. Broad definitions see curriculum as all planned learning experiences, while specific definitions refer to outlines of courses of study or sets of subjects. The document also examines philosophical, psychological, sociological, scientific/technological, and historical foundations that influence curriculum development. Key educational philosophies discussed are perennialism, essentialism, progressivism, and reconstructionism. The document compares rationalist and empiricist views on the origins and nature of knowledge and their implications for curriculum.
Feedback processes in online learning environments: main findings from EdOnline Research Group
Espasa, A.; Guasch, T.; Martínez Melo. M. & Mayordomo, R.
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
A4: Course Project: Practice and Feedback, Section 3eckchela
This is a Walden University course (EDUC 8104-6), Facilitating Adult Learning. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Educational management refers to the administration of educational institutions and organizations. It involves planning, organizing, coordinating, and controlling the policies and systems of an educational organization. The scope of educational management is broad and includes organizing various school resources and activities, maintaining student records, evaluating student achievement, preparing timetables, coordinating with educational authorities, and providing student services. Effective communication is important for teaching and learning as it helps build relationships between teachers and students, improves student performance and self-esteem, and allows teachers to assess how well students are understanding lessons.
EDU 502_Teaching Technologies_TCC_Syllabus_160613-10Patrick D. Huff
This document is a syllabus for an educational technology methods course taught by Professor Patrick Huff. The 3-page syllabus outlines the course objectives, which include understanding how emerging technologies can be applied to enhance teaching and learning. It provides information on course logistics, including meeting times and location. It also introduces the professor and lists required texts. The syllabus includes appendices on topics like curriculum design, instructional principles, and the InTASC teaching standards that will be covered throughout the course.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. ...eraser Juan José Calderón
CALL FOR PAPERS, 62 (2020-1) COMUNICAR JOURNAL @Rev_comunicar Special Issue. Learning ecologies in the digital era Ecologías de aprendizaje en la era digital
A Holistic Approach To Learning And Teaching Interaction Factors In The Deve...Lisa Garcia
This document summarizes the Holistic Approach to Learning and Teaching Interaction (HALTI), which was developed over 9 years by the author through reflective teaching practice. HALTI aims to develop students as critical, confident, independent learners by making learning a process of self-improvement within a social context. It recognizes students as individuals with personal needs and invokes Personal Construct Theory to understand students' perspectives and help them take ownership of knowledge. The approach involves 5 aspects of interaction designed to motivate students and develop critical thinking skills. Evidence shows HALTI improves student engagement, progression and satisfaction.
This document summarizes the JISC e-Learning and Pedagogy Programme, which aims to promote effective learner-focused e-learning. Phase 1 involved two large studies that investigated learners' experiences and expectations of e-learning. Learners reported high expectations for technology and preferring personal technologies and internet sources over institutional ones. Phase 2 involves seven focused studies examining specific learner groups and how learner experiences change over time, with the goal of providing guidelines for practitioners and institutions.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
This document discusses value co-creation in higher education. It begins by reviewing how traditional higher education views the student as a passive recipient of knowledge from teachers, while more modern approaches see students as active contributors to the learning process.
It then examines education through the lens of Service Dominant Logic, which views students and teachers as co-creators of value. Several examples of value co-creation in higher education are provided and grouped into four categories based on how they involve students.
The purpose is to illustrate how higher education institutions have incorporated value co-creation methods and provide context for future research on collaborative learning models and ways technology can enhance the educational process.
An educational platform for all: an e-Hoop approach C. Papanik
The document discusses the e-Hoop learning platform, which was developed to focus on individual learner needs and eliminate social exclusion by introducing a new conceptual framework for education. E-Hoop is a universal, dynamic, and adaptable learning environment that provides diagnostic tools to evaluate learner abilities and preferences in order to deliver customized educational content. The goal of e-Hoop is to be an educational platform that can meet the needs of all learners and educators.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
ALTC09: Connecting Transitions and Independent Learning: developing academic ...Richard Hall
This document discusses two projects aimed at improving student transitions into higher education. The CoTIL project examines challenges students face during transitions and the role technologies can play in expanding learning beyond the classroom. It also describes two strands of the project: peer mentoring managed by students and history students using social media for reflection. The document recommends that mentors engage mentees in discussing technologies and community-building, and that institutions support students' ability to manage their own networks and content to facilitate independent learning.
Learning Analytics and the Scholarship of Teaching and Learning - an obvious ...Blackboard APAC
The scholarship of teaching and learning (SoTL) essentially advocates for a research approach to be applied to the improvement of learning and teaching. It encourages teachers to reflect in a scholarly way on their teaching practice and at the more advanced level to undertake research on teaching practice and curriculum. Learning analytics has the potential to provide data on elements of the teaching process which have to date been difficult to measure particularly for the broader cohort of teachers.
This presentation will draw attention to the connection between SoTL and learning analytics and prompt participants to think about how learning analytics can be used in a wider context to contribute to changes in teaching design and practice.
Irritable Emotions - Resistance to University ReformsMari Simola
Why does it seem to be so difficult to make real change happen in universities? The current higher education system certainly requires balance, and several attempts to change it have been made.
However, making change happen in higher education institutions is not an easy business. The focus of this article is on the grassroots of the university, on the development of education and on teaching in a research intensive institution. I am using the theoretic optics from research on emotions and their role in social life to shed light on the reasons which cause ”resistance to change” as well as on conflicts which result from a clash of values between new and old ways of behaving. I will also focus on how local practices, values and beliefs are embedded in academic institutions. Empirically, the article is based on my research on educational development in a Finnish university,
but the emphasis here is on how local practices and values meet the reforms.
All commercial copyrights belong to Journal of European Higher Education Area. (www.ehea-journal.eu)
Reference: Simola, M. 2012. Irritable Emotions – Resistance to University Reforms. In Journal of the European Higher Education Area (http://www.ehea-journal.eu/), 3(2012): 105-124.
Students perceptions of distance learning, online learning and the traditiona...Assignment Junction
Students' perceptions of distance learning, online learning, and traditional classrooms were studied. A survey of 128 students found:
1) Students perceive online learning as more convenient due to saving time and fitting schedules better, but have concerns about discussion participation.
2) Students view distance learning less favorably and do not find it as effective as traditional classes, though it can be convenient for schedules.
3) Overall, students are ambiguous about online learning's effectiveness compared to traditional classes, but prefer the traditional format.
This document discusses definitions of curriculum and foundations of curriculum. It provides broad and specific definitions of curriculum from various scholars. Broad definitions see curriculum as all planned learning experiences, while specific definitions refer to outlines of courses of study or sets of subjects. The document also examines philosophical, psychological, sociological, scientific/technological, and historical foundations that influence curriculum development. Key educational philosophies discussed are perennialism, essentialism, progressivism, and reconstructionism. The document compares rationalist and empiricist views on the origins and nature of knowledge and their implications for curriculum.
Feedback processes in online learning environments: main findings from EdOnline Research Group
Espasa, A.; Guasch, T.; Martínez Melo. M. & Mayordomo, R.
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
A4: Course Project: Practice and Feedback, Section 3eckchela
This is a Walden University course (EDUC 8104-6), Facilitating Adult Learning. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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2. 804 Milan Klement et al. / Procedia - Social and Behavioral Sciences 171 (2015) 803 – 811
consolidation of abilities, knowledge, skills, habits, attitudes, and forms of social conduct and behavior by those who
have completed secondary level education and are preparing for their profession and subsequent entry into the labor
market. In terms of the educational system, it is a system of institutionally organized as well individual, or self-
teaching training activities which replace, supplement, expand, innovate, alter or otherwise enrich the initial
education of adults who deliberately and intentionally develop their knowledge and skills, values, interests, and other
personal and social qualities necessary for a full and fulfilling work life and successful playing of social roles.
Higher education can thus be characterized as a process of training, in the course of which a person acquires
a system of knowledge and activities which he or she subsequently internally processes, especially via
interiorization, or learning, and transforms into knowledge, skills and habits (Muzik, 2004, p 4). This training takes
place between two factors basically. The first factor is the educator, within the context of higher education,
a lecturer; the other factor is the recipient of education, or a student. From the educator`s / lecturer`s perspective, we
speak about teaching, from the recipient`s of education or student`s point of view, we speak about learning or
studying. There is an interaction between these two factors.
All forms of education, university education being no exception, are implemented in specific forms. The forms
and methods of education are also one of the crucial elements, which are subject to fundamentally different
approaches of andragogy and pedagogy as regards practical experience. It should be noted that it is precisely the
forms and methods which have undergone and are still undergoing dramatic changes. They have been alternated,
transformed, new ones have been created, and some have disappeared. Therefore we can say that this area is one of
those areas, which are also subject to significant influence of fashion and trends. Even in university pedagogy we
might thus come across forms and methods which are called "in" by contemporary terminology… At present, the
prominent ones would for example be e-learning (Klement, 2012) or coaching. On the other hand, there are forms
and methods which are neglected or reprobated, such as a lecture (Palán & Langer, 2008). In order to be able to
compare the attitudes of university students to traditional forms of education, such as, for example, full-time study
mode, on the one hand, and the modern forms, such as distance learning realized through e-learning, on the other
hand, we shall start by a concise analysis of the given terms.
The first form of university education is the full- time study mode. In terms of school education, it is a training
based on the daily attendance of students in educational establishments. It is typical for higher education, too
(Bednaříková, 2007). As the title of this form of study implies, it is characterized by a direct, personal contact of the
lecturer and the student. The student and the lecturer have to put aside their work and family responsibilities and
meet in a classroom. Both theory and practice show that this form of teaching is based on direct partnership. In order
to meet educational goals successfully, the lecturer is obliged to build respect, based on the professional, didactic
and communication level of his or her performance. The content of the curriculum is mostly given by the syllabus,
which includes a list of subjects, the number of lessons, and the curriculum specifying the particular topics of study.
The terms and concepts characterizing this form of study are as follows: full-time study, face-to-face learning,
teacher, textbook, speech, printed text, printed image or chart, presentation, and dialogue.
In contrast to this classic and time-tested form of university education, there is the other one, so called distance,
which has been quickly gaining in popularity. It is based on self-directed, or self-controlled study. Students and
teachers are physically separated, both in time and in space. The interaction between the recipient of the education
and the educator is mostly conveyed by using a variety of media (Klement, 2012). Therefore we can say that this
form of training is based on using multimedia in order to present the curriculum, which includes special printed
teaching materials, audio records, video records, network programs, special interactive CD, TV, internet, intranet,
LMS systems, etc., as well as to communicate with the learners, which implies a variety of information, consultation,
support, counseling by phone, fax, e-mail, etc. The terms and concepts characterizing this form of study are as
follows: e-learning, self-directed learning, tutor, study support, multimedia record, electronic hypertext, animation,
simulation, and online communication.
To summarize the above said, studying at university is usually carried out in full-time or distance mode. Do
students perceive both forms in the same way, or may any significant differences in their attitudes to and perceptions
of the particular concepts associated with the respective form of study be found? That very question was explored by
us within the framework of the implemented research, the course and the selected results of which are presented in
the submitted study. Before presenting the outcomes, however, some related concepts, with the main emphasis on
the concept of attitude and the nature of research methods applied, shall be presented.
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Milan Klement et al. / Procedia - Social and Behavioral Sciences 171 (2015) 803 – 811
2. Viewpoints of Content of the Attitude Term
Attitudes of people, their behavioural tendencies, formed in social conditions during individual’s life, seem to be
an important indicator of behaviour and experience. So far there has not been a unified definition of the attitude
term. Variability in this field is caused by different bases of the individual authors, but also by different
methodological and methodical approaches to empiric researches. There are many definitions of attitudes among
social psychologists as well as in the view of other scientific disciplines.
2.1. Attitude Structure
An attitude is generally understood multidimensionally, when its internal structure is created by three
components. A three-component model was defined in 1940s by Smith, Sherif, Campbell, Kresch and others
(Nakonečný, 1997, pp. 217; Janoušek, 1988). The three-component model of the internal attitude structure expects
the existence of cognitive and conative components (sometimes described as behavioural tendency).
• The affective (emotional) component concerns emotions experienced in relation to the attitude object. The object
may have pleasant or unpleasant effect, it may be preferred or non-preferred. The affective component provides
the attitude with its motivation character and determines its directionality. Sometimes it is described as affectively
evaluating. According to the authors of the three-component model, it is formed by means of classical
conditioning.
• The cognitive component contains opinions, views and knowledge about the attitude object. It also includes
opinions or ideas about the manners of acting in connection with the attitude object. Different attitudes have the
cognitive component qualitatively and quantitatively structured in a different way. Evaluating opinions are very
specified pieces of knowledge contained in the cognitive component, those opinions may range in positions
“favourable” – “unfavourable”, “wanted – unwanted”, etc. They are formed by means of cognitive learning.
• The conative component contains promptness to act which is connected to the attitude. In case of a positive
attitude, an individual is more likely to be engaged in favour of this certain object and vice versa. Analogically, it
is also true for negative attitudes. However, it is necessary to emphasise that promptness to act does not always
have to be manifested in the form of real activity. It is formed by means of instrumental learning.
As far as the internal structure of the attitude is concerned, the opinions are not unified. Not all authors go along
with the three-component model. Sometimes one-component model is contrasted with this model. M. E. Shaw and
M. J. Wright came with it in 1969 (Janoušek, 1988). According to their opinion, the attitude has more affective
character, cognitive component prepares a basis for evaluation and thus for the attitude, which predisposes an
individual to a certain activity towards the attitude object. Other advocates of the one-component model are M.
Fishbein and I. Ajzen (Výrost & Slaměník 1997, pp. 247), according to whom the individual´s attitude towards the
object or attitude towards acting is unidimensional and expresses attractiveness of the given acting. L. L. Thurstone
also considers a feeling for or against the psychological object to be an attitude.
The third model of the attitude structure was presented by R. P. Bagozzi and R. G. Burkrant (Výrost & Slaměník,
1997, pp. 247). The attitude is understood as a two-dimensional construct containing affective and cognitive
components. Both of them effect intend to act in a certain way as well as acting by itself. According to the authors,
each attitude must have cognitive and affective content, but it does not necessarily have to contain the conative
component, which is probably at lower level of abstraction.
2.2. Methods of Attitude Measurements
Attitudes as complex psychical structures cannot be measured directly. They can be deduced from different types
of man´s activities. There are many methods mentioned in literature by means of which we can measure existence
and quality of the attitude (Janoušek, 1986; Svoboda, 1992).
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Based on the character of responses, W. Cook and C. Selltiz (Janoušek, 1986, pp. 129) state the following
classification of the attitude measurement techniques:
• Measurements, in which the conclusions about attitudes are deduced from statements about own opinions, views,
feelings, behaviour etc. towards the object or category of objects (e.g. Semantic differential).
• Measurements, in which the conclusions are deduced from evident behaviour towards the object.
• Measurements, in which the conclusions are deduced from reaction of the individual to partly structured materials
relevant to the object or from interpretation of those materials (different projective techniques – TAT,
Rosenzweig picture frustration test, etc.).
• Measurements, in which the conclusions are deduced from performances in objective tasks, where the activity
may be influenced by certain dispositions of the individual towards the object.
• Measurements, in which the conclusions are deduced from physiological reactions to the object.
D. T. Campbell (Janoušek, 1988) based its classification on the question of masking and apparentness of the
methods used. He differentiated four method groups:
• Non-masked – structured methods: “direct” classical measurement of attitudes by e.g. attitude scales, Semantic
differential.
• Non-masked – unstructured: interview, questionnaire, biographic studies etc.
• Masked – unstructured: projective tests – TAT, tests for completing sentences, Rosenzweig picture frustration
test, etc.
• Masked – structured: similar to objective performance-related tests, e.g. information tests, critical thinking
capability tests, tests concerning various skills, etc.
According to Krech, Crutchfield, Ballachey (Výrost & Slaměník, 1997), we can only measure the attitudes based
on conclusions deduced from responses of the individual in respect to the object – from his evident acting and verbal
statements about opinions, feelings and disposition to act in respect to the object.
W. A. Scott focused on stimulus level and response evaluation level when dividing the methods (Výrost
& Slaměník, 1997). According to him, each method is an experimental situation with certain stimuli and those
stimuli represent the first level of classification. The other level is a way of evaluation of the responses, it is a more
specified form of the classical approach of method division for studying the attitudes.
3. Semantic Differential – Basis and Description of Research Method
It is relatively known (Hewstone & Stroebe, 2006) that if more individuals evaluate one object or term, each of
those individuals perceive it a little (sometimes even very) different. Besides a common cultural meaning
(denotation), every term has other, additional meanings (connotation), which characterise the individual evaluators.
The semantic differential is a research technique developed in 1950s in USA by professor Osgood (Kerlinger, 1972,
Svoboda, 1992, Janoušek, 1986, Výrost & Slaměník, 1997) for measuring the individual, psychological meanings of
the words or attitudes towards something. It focuses on simple evaluating opinions and thus it is especially suitable
for measuring emotional and behavioural aspects of the attitude (Hewstone & Stroebe, 2006). Its great advantage is
easy administration and relatively fast evaluation.
Initially, this method was developed for measuring the connotative meaning of the terms, when each term can be
expressed as a point in so-called semantic space (see Figure 1). The basic dimensions of the semantic space were
determined by means of the factor analysis and the three most important factors were determined by means of this
analysis. Thus, each term is usually evaluated in respect to those three factors:
1. Evaluation factor
2. Potency (power) factor
3. Activity factor
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Milan Klement et al. / Procedia - Social and Behavioral Sciences 171 (2015) 803 – 811
The own semantic differential consists of a certain number of scales, which usually have seven points. Each scale
is significantly saturated by only one factor. The end points of the scale always mark one pole of the given factor
(e.g. for evaluation pleasant – unpleasant, for potency easy – difficult and for activity fast – slow) and the
respondents are supposed to determine on the scale (usually by marking with cross) how they perceive it. For
example if the respondent perceives the term “money” as the worst thing.
The semantic differential measures the cognitive and emotional component of the attitudes (Výrost & Slaměník,
1997), especially the evaluation factor. Reliability of the semantic differential is high (0.87 – 0.91), validity is also
very high (Svoboda, 1992). For more exact description of the semantic space, it is sometimes good to determine
how far the individual terms are from each other in the semantic space. The so-called linear distance D (Kerlinger,
1972) is used as a distance measure. It is determined according to the relation:
In which Dij is a linear distance between i term and j term;
xi is a scale value of i term;
xj is a scale value of j term.
When calculating Dij value between two terms, we can proceed from either one factor (most often the evaluation
factor) or two or three factors. The calculated linear distances are recorded in so-called D-matrix. During its analysis
we especially notice little and great values of the linear distance, which show great or little similarity of perception
of the given terms. Extraction of three factors leads to relatively unreliable measurement when one scale measures
different factors at different terms. The first factor was marked as the evaluation factor in compliance with Ch.
Osgood. The second factor is a combination of the initial potency and activity factors and it was called the energy
factor. The scales, which are saturated by the energy factor, express how much the respondents perceive the selected
terms as “something”, which is connected with exertion, difficulties, changes or activity. This method of evaluating
the respondent`s attitudes using the semantic differential is called ATER method.
The ATER questionnaire (Attitude Towards Educational Reality) was created by Chráska (2003, 2007). The
latter used his own research (Chráska, 1998), successively modified it, and implemented factor analyses, which
resulted in the design of a two-factor form of the semantic differential, which is suitable for assessing the concepts
(objects) of the “pedagogical (educational) reality”, as “an analysis of three factors is too detailed” (Chráska, 2003,
p 57). The ATER method comprises a total of 10 scales, of which 5 measure the evaluation factor and 5 measure the
energy factor; some are arranged in reverse (in order to avoid unwanted stereotypes in the evaluation). Apart from
the “predominant” factor of evaluation, the factor of energy is identified (combining Osgood activity and potency
factors). It uses the following pairs of adjectives (Vašťatková & Chvál, 2010).
• factor of evaluation: good-bad, pleasant-unpleasant, fair-dark, ugly-beautiful, sweet-sour
• factor of energy: demanding-undemanding, strict-lenient, difficult-easy, troublesome-trouble-less, heavy-light.
Based on the analyses performed, ATER – a measuring instrument has been created. This instrument contains 10
scales, out of which 5 measure the evaluation factor (h) and 5 measure the energy factor (e), * marks reserve scales
again – see 1. This measuring instrument was used in our research for measuring the attitudes of the Czech
undergraduates.
2
)
( j
i
ij x
x
D −
=
6. 808 Milan Klement et al. / Procedia - Social and Behavioral Sciences 171 (2015) 803 – 811
Fig. 1. Data sheet of two-factor semantic differential – ATER for the term “Full-time study”
The ATER method was applied also in order to evaluate the terms associated with classical education: Full-time
study, Face-to-face learning, Teacher, Textbook, Speech, Printed text, Printed text or graph, Presentation, Dialogue
and terms associated with e-learning: E-learning, Self- directed learning, Tutor, Learning support, Multimedia
record, Electronic hypertext, Animation, Simulation, Online communication.
The research sample consisted of 170 students of Palacky University Olomouc Faculty of Education, who have
been provided with training in both full-time and distance study modes. The selected research sample corresponded
with the overall structure of the Faculty of Education students, both in terms of gender distribution (research sample:
29% of men and 71% of women, faculty: 25% of men and 75% women), and age distribution (the average age of the
research sample members: 21,5 , faculty: 22,1).
4. Selected research results
The data, which were obtained from the students (Chrásková, 2011) by means of the individual scales of the
ATER questionnaire, were analysed in the STATISTICA Cz 9.0 program by means of the factor analysis so that the
factor compliance could be assessed.
The data from all students and regarding all concepts were arranged into columns for each pair of adjectives.
A set of 170 students multiplied by 18 (concepts) giving a total of 3,060 lines was thus prepared for the factor
analysis. In order to extract the factors, the method of main components, and subsequently the one of varimax
rotation was used. Two factors corresponding to the estimated dimensions explained for almost 70% of the total
variability. The internal consistency of both dimensions was around 0.85 or higher.
During selection of the scales, the scales were designed in such a way so that each scale would measure only one
factor, i.e. only the evaluation or the energy of the term. If the designed scales are always supposed to measure only
one factor, only two important factors, which always correlate with the same scales, i.e. the evaluation factor with
the scales 1, 3, 5, 7, 9 and the energy factor with the scales 2, 4, 6, 8, 10, must appear in the factor analysis.
Summary of the factor analysis for all terms and scales is well arranged in the following Table 1.
Table 1. The check-up of the SD factor structure of Czech university students - terms associated with classical education and e-learning
Term
* first strongest factor is energy
y – total compliance with the proposed factor structure of the scale,
y! - compliance with the proposed factor structure of the scale.
Compliance with factor structure of scale
s1 s2 s3 s4 s5 s6 s7 s8 s9 s10
Full-time study * y! y y y y y y y
Face-to-face learning * y y y y! y y y y y y!
Teacher y y y y y! y y y y
Textbook * y y y y! y y y y y!
Speech * y y y y y! y y y y
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Milan Klement et al. / Procedia - Social and Behavioral Sciences 171 (2015) 803 – 811
Printed text * y y y y y y y y!
Printed text or graph * y y y y! y! y y y y! y
Presentation * y! y y! y y y y y
Dialogue * y! y y! y! y! y y y y
E-learning y y y y y y y y y!
Self- directed learning y y y y! y y y y y y!
Tutor y y y y y! y! y! y
Learning support y y y! y! y y y y y y!
Multimedia record y y y y y y y y! y
Electronic hypertext * y! y y! y! y y y y y y!
Animation y! y y! y y y! y y!
Simulation * y y y y y y y y
Online communication * y! y y y y y y y
Compliance with factor structure proposed 18 18 18 8 18 18 18 17 17 10
During the measurement of the attitudes of Czech undergraduates, we calculated the average evaluation and
energy of the terms from the following scales, which corresponded most to the designed model after performing the
factor analysis:
• evaluation – scales 1, 3, 5, 7,
• energy – scales 2, 6.
When we look closely at the results of the factor analysis (see Table 1), it is evident that the scale s4 does not
have a corresponding factor structure in our research sample and it should not be applied when calculating the
energy of the terms. The scale s10 should not be applied either. However, it is up to the researcher to decide into
what extent he wants to approach the scales with certain caution. Definitely, it is not good to take only finished
measuring instruments without their critical assessment.
In order to prepare the semantic space of terms, from which links between the evaluation of a term and of its
energy would be clear, the table number 2 was created. It expresses the average evaluation and the average energy
of the particular terms subject to examination.
Table 2. Average evaluation and energy of the particular terms subject to examination
Term
Average evaluation of the
term
Average energy of the term
Full-time study 5,21 4,65
Face-to-face learning 5,05 4,06
Teacher 5,16 4,06
Textbook 4,77 4,49
Speech 5,63 3,32
Printed text 4,86 3,82
Printed text or graph 5,51 2,96
Presentation 5,51 3,33
Dialogue 5,28 3,35
E-learning 4,85 3,60
Self- directed learning 4,04 5,09
Tutor 4,85 3,84
Learning support 5,11 3,50
Multimedia record 5,45 3,02
Electronic hypertext 4,79 3,37
Animation 5,63 3,22
Simulation 4,93 3,77
Online communication 5,14 2,30
The values listed in Table No. 2 facilitated the creation of the semantic space of terms. The notion of semantic
space was introduced by Tannenbaum (Osgood, Suci & Tannenbaum, 1957) and it designates a dictionary in which
each word or term corresponds to the vector of a number. These vectors are the same length for all the words
contained in the dictionary. Their length corresponds to the dimension (size) of the semantic space. By comparing
8. 810 Milan Klement et al. / Procedia - Social and Behavioral Sciences 171 (2015) 803 – 811
the vectors, the degree of similarity of the words which correspond to the vectors, is determined. In the following
picture number 2, the semantic space of the investigated terms is presented. Individual links between the various
terms are obvious, too.
Fig. 2. Semantic space of terms subject to examination
In Figure 2, the distribution of the examined terms in the semantic space is shown. Terms associated with
classical education and the corresponding terms related to e-learning appear in the same color. Moreover,
a connecting line indicates the differences in evaluation. Based on this connection, it is possible to observe the rate
of “popularity” (factor of evaluation) and “ease” (factor of energy) of the particular terms and thus evaluate students'
attitudes to them.
Rather surprisingly, the term with the lowest rating and connected with the idea of the highest energy expended,
is self-directed learning. This result is probably related to the degree of intentionality of the study. Self-directed
learning is associated with an increased rate of self-regulation in learning, which itself implies a high degree of
autonomy and awareness. On the other hand, the term associated with classical education, i.e. the speech, is
classified as of “moderate difficulty” (factor of evaluation) and as “more popular” (factor of energy).
The top rated term is that of Animation, which is a term associated with e-learning. By the students, it is
perceived as “easy” (factor of energy) and “highly popular” (factor of evaluation). Likewise, the matching concept
of Printed image or graph, connected to classical education, is also evaluated positively with respect to both factors.
This can be explained in particular by the fact that most students prefer visual information to the text. This argument
can be further supported by the fact that complementary terms from both areas (classical education and e-learning),
that is to say the concepts of printed text and electronic hypertext, received poorer evaluation by the students.
The term which is associated with the highest level of “ease” (factor of energy), is the one of Online
communication. The related concept from the field of terms associated with classical education, the one of Dialogue,
is rated significantly worse as is represents a higher level of energy expenditure to students. The reason for this
phenomenon might be the increasing popularity of social networking sites used by students not only to communicate
but also to build their own educational networks (Siemens, 2006). However, there is a slight collision between the
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Milan Klement et al. / Procedia - Social and Behavioral Sciences 171 (2015) 803 – 811
above mentioned and the fact that the term of Spoken word, associated mainly with traditional teaching, is evaluated
better (factor of evaluation) than the complementary concept of Multimedia record, associated with e-learning.
The very term of E-learning is perceived by students as “easier” (factor of energy) than the term of Full-time
study. On the other hand, students characterize the former as “less popular” (factor of evaluation). The same
consequence can be observed in other related terms, such as Tutor and Teacher, as well as Simulation and
Presentation.
5. Conclusions
The semantic differential is a suitable method for measuring the attitudes, however, it is necessary to perform its
checking factor analysis prior to every application in a different target group than that for which this instrument was
determined and standardised. In our research we used the already standardised questionnaire – ATER, however,
some of its scales could not be used for calculation of evaluations and energies of the examined terms. The
checking factor analysis showed that some scales do not have an absolutely exact factor structure.
Despite the above mentioned minor shortcomings, it is possible to use the semantic differential method wherever
you want to monitor and evaluate respondents` attitudes to the investigated terms or phenomena. This fact was used
in the above presented research study, too. It unambiguously, though rather surprisingly, showed that the concept
with the lowest rating and the association of the highest level of energy expenditure by the students is Self-directed
learning. The top rated concept is the one of Animation which is perceived as “easy” and “highly popular” by the
students. The concept associated with the highest level of “ease”, is the one of Online communication.
Based on the implemented research, it is not possible to clearly determine whether the terms associated with
classical education are evaluated better than the terms related to e-learning by students. Nor is it possible to
conclude whether the very classical education is perceived worse or better than education in the form of e-learning.
However, it is possible to observe which terms from both areas (fields of terms associated with classical education
and field of terms associated with e-learning), are perceived better and which worse by the students.
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