scholarly journals WAYS OF USING THE ARDUINO PLATFORM FOR EDUCATION OF FIRST-YEAR STUDENTS OF THE RIGA TECHNICAL UNIVERSITY

2021 ◽  
Vol 5 ◽  
pp. 511-521
Author(s):  
Oksana Zavjalova ◽  
Viktorija Ziborova ◽  
Sabina Kataļņikova ◽  
Natalya Prokofyeva
Keyword(s):  
Professional Education ◽  
Information Technologies ◽  
Learning Problems ◽  
First Year ◽  
Actual Problem ◽  
First Year Students ◽  
Advantages And Disadvantages ◽  
New Information ◽  
Education Of Students ◽  
Educational Course

This paper describes the actual problem of organizing the process of professional education of students in applied problems in their specialty. The problem is considered from two aspects: pedagogical (substantive) and technical, while the solution of learning problems is planned to be realized with the help of new information technologies. The article describes two study schemes based on two programming technologies: VBA and the Arduino platform, explores the advantages and disadvantages of each scheme, and provides examples of specific tasks and the results of a survey of first-year students, which study scheme is most suitable for professional education. The study involved first-year students of RTUFaculty of Electrical and Environmental Engineering, studying the educational course “Computer science”.

scholarly journals DEVELOPMENT OF INFORMATION-PEDAGOGICAL COMPETENCE FOR TEACHERS OF SECONDARY VOCATIONAL EDUCATION IN THE CONDITIONS OF EDUCATIONAL ORGANIZATION

PRIMO ASPECTU ◽  
2020 ◽  
pp. 76-83
Author(s):  
Nadezhda MAKSYUTOVA
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Information Technologies ◽  
Educational Institution ◽  
Advanced Training ◽  
Educational Organization ◽  
Actual Problem ◽  
Secondary Vocational Education ◽  
New Information ◽  
Pedagogical Competence

The article is devoted to the actual problem of formation of information -pedagogical competence for teachers of secondary vocational education (SVO). The educational organization is assessed as a basis for advanced training in the field of new information technologies. The author of the article offers a program of additional professional education (advanced training) for implementation in an educational institution, focusing on the conditions for its implementation. On the example of the introduction of the proposed model in the work of the SVO institution, conclusions are drawn about the feasibility and effectiveness of using the additional education program to increase the level of information-pedagogical competence for college and technical teachers.

scholarly journals Assessing the Scope and Feasibility of First-Year Students’ Research Paper Topics

2017 ◽  
Vol 77 (6) ◽  
Author(s):  
Erin Rinto ◽  
Melissa Bowles-Terry ◽  
Ariel J. Santos
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Textual Analysis ◽  
Research Paper ◽  
First Year ◽  
Research Topics ◽  
First Year Students ◽  
Analysis Methodology ◽  
New Information

This study applied a content analysis methodology in two ways to evaluate first-year students’ research topics: a rubric to examine proposed topics in terms of scope, development, and the “researchability” of the topic, as well as textual analysis, using ATLAS.ti, to provide an overview of the types of subjects students select for a persuasive research essay. Results indicated that students struggle with defining an appropriate and feasible focus for their topics and that they often select topics related to education, health, and the environment. These findings were used to implement a new information literacy instruction model that better supports student topic development.

scholarly journals Entering Higher Professional Education: Unveiling First-Year Students’ Key Academic Experiences and Their Occurrence Over Time

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonas Willems ◽  
Liesje Coertjens ◽  
Vincent Donche
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Critical Incident ◽  
Transition Process ◽  
Academic Experiences ◽  
First Year ◽  
Study Program ◽  
First Year Students ◽  
Academic Transition ◽  
First Semester

To date, little understanding exists of how first-year students in professionally oriented higher-education (HE) programs (i.e., those that provide vocational education to prepare students for a particular occupation) experience their academic transition process. In the present study, we first argued how the constructs of academic adjustment and academic integration can provide complementary perspectives on the academic transition of first-year students in (professional) HE. Next, we examined what first-year students in professional HE contexts perceive to be the most important experiences associated with their academic transition process in the first semester of their first year of higher education (FYHE). To this end, we adopted the fundamentals of the critical incident technique and asked 104 students in a Flemish (Dutch-speaking part of Belgium) university college (which offers professional HE programs, such as nursing) to complete “reflective logs” with open questions at the start of the second semester of their FYHE, wherein they reflected on three critical academic experiences during their first semester. An inductive, cross-case content analysis of the collected narratives showed that students reported on nine themes of academic experiences, which relate to five adjustment themes (dealing with the organization of the study program, organizing study work, committing to the study, following class and taking notes, and processing learning content outside class) and four integration themes (feeling competent, feeling stressed, feeling prepared, and feeling supported). Further analyses showed that although some of the nine themes of academic experiences appear to be more important at different times in the first semester, they all seem to be meaningful throughout the whole semester.

Cybernetic Model by Blended Learning Using Technological Applications About Mathematics in Higher Education

2020 ◽  
pp. 40-63
Author(s):  
Samuel Olmos Peña ◽  
Magally Martinez-Reyes ◽  
Anabelem Soberanes-Martín
Keyword(s):  
Blended Learning ◽  
Information And Communication Technologies ◽  
Mathematics Learning ◽  
First Year ◽  
Cybernetic Model ◽  
First Year Students ◽  
Before And After ◽  
Information And Communication ◽  
Education Of Students ◽  
The University

Traditional teaching has been changing with the development of information and communication technologies (ICTs). Blended learning is a new approach that enriches the education of students in order to improve their performance in their different subjects. Mathematics learning is a subject matter that is particularly difficult for students. The present chapter targets the application of a cybernetic model for blended learning in the teaching of mathematics, that is, the elements of communication and control are incorporated into this learning paradigm. It applies to first-year students of mathematics at the university level in the area of engineering. The results show an improvement in tests applied to students before and after the inclusion of activities with technological applications.

scholarly journals Instructional Characteristics of Information Literacy Programs in the First College Year

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Jennifer R. Keup ◽  
Ryan D. Padgett ◽  
Cindy A. Kilgo ◽  
Anne-Marie Deitering
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Information Technologies ◽  
National Sample ◽  
First Year ◽  
Instructional Tools ◽  
Institutional Practices ◽  
First Year Students ◽  
Information Literacy Instruction ◽  
Instructional Characteristics

Drawing from a national sample of 465 institutions, this descriptive study explores the instructional and pedagogical characteristics of course-based information literacy (IL) education in the first year of college. These national data indicate that information literacy instruction is an institutional priority for first-year students but that delivery methods, pedagogy, and evaluation of student learning outcomes rely upon more traditional approaches such as IL instruction in English courses and first-year seminars; librarians as the primary content developers and instructors; classroom activities, lectures, research papers, and presentations as common instructional tools; and an underutilization of information technologies. While analyses of institutional practices suggest emerging areas of information literacy instruction, these strategies have yet to gain prominence on campuses across the country.

scholarly journals Evaluation of the student adaptation programme in respect to study quality

2015 ◽  
Vol 37 (1) ◽  
pp. 104-113
Author(s):  
Rita Mičiulienė ◽  
Albinas Pugevičius ◽  
Daiva Pugevičienė
Keyword(s):  
Student Satisfaction ◽  
Academic Adjustment ◽  
Student Assessment ◽  
First Year ◽  
Development Communication ◽  
Study Quality ◽  
Institutional Adaptation ◽  
First Year Students ◽  
Advantages And Disadvantages ◽  
Student Adaptation

Successful adaptation of the newly admitted students in a higher school is treated as one of the prerequisites for further high–quality studies. Within this context, the question arises, which further study quality problems reveals the first-year student adaptation programme, and what are its improvement possibilities. The paper aims to present recommendations or improvement of adaptation programme by presenting and comparing student assessment results of the adaptation programme events; revealing advantages and disadvantages of the institutional and the academic adjustment. In autumn, 2014, a survey of 404 first-year students was conducted at Aleksandras Stulginskis University. The institutional adaptation was evaluated more positively than the academic: more students took part in meetings with the University and faculties representatives than in educational sessions; their positive approach towards the introductory week events was related to the subcategories of the institutional adaptation. The advantages of the introductory week were associated with the institutional adaptation, while the disadvantages with the academic adaptation. However, the academic adjustment is critical: it may lead to further student satisfaction or dissatisfaction with academic life. The recommendations are related to the organizational aspects of the adaptation programme as well as to lecturers professional development (communication, evaluation, provision of feedback skills, better knowledge of student issues).

scholarly journals USE OF MODERN INFORMATION TECHNOLOGIES IN THE DISTANCE LEARNING

2021 ◽  
Vol 1 (38) ◽  
pp. 166-171
Author(s):  
V. Shevchenko ◽  
K. Levchuk
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Information Technologies ◽  
User Authentication ◽  
Computer Training ◽  
Learning Technologies ◽  
Active Involvement ◽  
Advantages And Disadvantages ◽  
Teaching Aids ◽  
New Information

Currently, the number of applicants who prefer distance education is growing every year. This form of learning reflects all the inherent components of the learning process such as goals, content, methods, organizational forms and means of learning. The widespread demands for this form of education and the modern realities caused by the COVID-19 pandemic have created the need the development and implementation of distance learning technologies. Ensuring educational dialogue in distance learning is done with the help of telecommunication technologies. The main technologies most widely used in this form of education include a variety of video lectures, electronic multimedia textbooks, computer training and testing systems, and other. In this article the new information technologies used in the process of distance learning discussed in detail. Although we discussed advantages and disadvantages of the new information technologies. In addition, distance learning using Internet technologies is gaining more and more popularity. The Internet has a number of specific features (openness, accessibility, variability, interactivity) that must be considered when designing, creating and conducting distance learning courses. The main strengths of this form of learning, in our opinion, are flexibility, modularity, accessibility, cost-effectiveness, mobility and manufacturability. Weaknesses include the lack of direct face-to-face communication, the mandatory availability of a personal computer and access to Internet resources, the problem of user authentication when testing knowledge, the high complexity of developing distance learning courses and others. Also considered are the main models the organization of distance learning, which are used in the leading universities in the world. These include: consortium, franchising, validation, distance audiences, projects, and open learning. Thus, despite the weaknesses, modern computer telecommunications is able to provide knowledge transfer and access to various educational information equally, and sometimes much more effectively than traditional teaching aids. A variety of educational technologies can not only ensure the active involvement of students in the learning process, but also allow you to manage this process, unlike most traditional learning environments.

Perceived advantages and disadvantages of taking a psychology professional placement year

2019 ◽  
Vol 9 (3) ◽  
pp. 456-467
Author(s):  
Helen St Clair-Thompson ◽  
Carla Chivers
Keyword(s):  
Higher Education ◽  
First Year ◽  
Main Theme ◽  
Social Emotional ◽  
First Year Students ◽  
Content Type ◽  
Transferable Skills ◽  
Advantages And Disadvantages ◽  
Voluntary Basis ◽  
Practical Implications

Purpose It is well established that there are several benefits of taking a placement year, for example, higher academic attainment, the acquisition of transferable skills and enhanced employability. It is therefore important to understand why students choose to take or not to take a placement. The paper aims to discuss this issue. Design/methodology/approach In the current study, 159 first year students studying psychology were asked about their perceptions of the advantages and disadvantages of taking a psychology professional placement year. Their responses were analysed using thematic analysis, and the number of participants who provided information relating to each main theme was also tabulated. Findings Students perceived the main benefits of placements as relating to career certainty, future prospects, experience, knowledge and skills. In contrast, they perceived the main disadvantages as practical disadvantages, social/emotional disadvantages, difficulty, and there being no guaranteed benefit of a placement. Practical implications The results are discussed in terms of their potential to inform practices for developing and enhancing psychology placements within higher education. For example, providing further empirical evidence of the benefits of placements may help staff in higher education to further promote placement years. Originality/value The study contributes to the knowledge of perceived advantages and disadvantages of taking a placement in psychology. Placements in psychology are likely to be very beneficial for employability, but are often only available on a voluntary basis.

scholarly journals Advantages and disadvantages of the use of the textbook in the classrooms of Primary Education. Perceptions and experiences of teachers of the Region of Murcia

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Sebastián Molina Puche ◽  
Ángel Alfaro Romero
Keyword(s):  
Information Technologies ◽  
Daily Life ◽  
Processes Of Change ◽  
Structured Interviews ◽  
Advantages And Disadvantages ◽  
New Information ◽  
Alternative Materials ◽  
Nuevas Tecnologías ◽  
New Methodologies ◽  
Academic Year

En la escuela actualmente existe un fuerte debate acerca de la pertinencia del uso de los libros de texto en el aula. Nuevos tipos de objetivos en la enseñanza y el currículum, metodologías novedosas como el trabajo por proyectos o la incorporación de las nuevas tecnologías de la información y la comunicación a la vida diaria son algunos de los procesos de cambio por los que está pasando la educación hoy en día. Todos estos cambios fomentan que, desde hace tiempo, se cuestionen los materiales y métodos que utilizamos en las aulas actualmente, especialmente la predominancia del libro de texto. Con motivo de estas inquietudes, esta investigación busca analizar las percepciones que docentes de la Región de Murcia tienen acerca del libro de texto, las nuevas metodologías y MA, a partir de una serie de entrevistas semiestructuradas que fueron realizadas el curso 2016/2017. Los resultados, analizados desde una perspectiva cualitativa, nos muestran una conclusión clara: son muchos aspectos los positivos que ofrece este recurso didáctico, pero todos dependen del buen o mal uso que, del mismo, realice el docente. In the school there is currently a strong debate about the relevance of the use of textbooks in the classroom. New types of objectives in teaching and curriculum, novel methodologies such as work by projects or the incorporation of new information technologies and communication to daily life are some of the processes of change that education is going through today. All these changes encourage that, for some time now, the materials and methods that we use in the classrooms have been questioned, especially the predominance of the textbook. Due to these concerns, this research seeks to analyze the perceptions that teachers of the Region of Murcia have about the textbook, new methodologies and alternative materials, based on a series of semi-structured interviews that were conducted in the 2016/2017 academic year. The results, analyzed from a qualitative perspective, show us a clear conclusion: there are many positive aspects that this didactic resource offers, but all depend on the good or bad use that the teacher makes of it.

Sign in / Sign up

Export Citation Format

Share Document