Pedagogical Study on the Necessity of a "Handbook of Reference Points" in the Digital Learning Environment

Lukanova, Yoana; Hristova, Tsveta

doi:10.18421/sar51-06

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…It is recommended that specializations elaborate for the first-year students a reference book of the theoretical and practical university training as a learning support in their individual and professional preparation. Equally, it is important for them to learn to use digital platforms and online resources of the university [31,32]. Students have a responsibility to choose and develop their own academic learning strategies, which they can regularly use in their preparation and individual learning.…”

Section: Discussionmentioning

confidence: 99%

Learning through Digital Devices—Academic Risks and Responsibilities

Berei

Pusztai

2022

Education Sciences

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The purpose of this study is to examine the risks of learning through digital technology and to design the individual and academic responsibilities. We propose answering the following research questions: Are higher education students and their families equipped with digital devices? What strategy do students use in their individual learning? How frequently do they get involved in various added digital activities (gaming, social media communication, surfing the Internet)? What are the risks of excess time spent online? A total of 2210 higher education students from five European countries, Romania, Slovakia, Hungary, Serbia, and Ukraine, participated in the quantitative study, the data being collected by the Center of Higher Education Research and Development at the University of Debrecen, Hungary in 2019. The analysis of the data is based on the advanced statistical test carried out with the SPSS program. The results indicated that most students come from families that possess essential digital devices (smartphone, PC, notebook) with an internet connection, regardless of the country of origin. The students’ learning strategy is mixed: they use the virtual and real environment. More than half of the students declared that they never learn by watching tutorials or listening to audio recordings. Reflecting on themselves, more than a third of them stated that they generally spend too much time online. Daily surfing, gaming, and communicating on social networks are those added activities that significantly multiply their chance of spending too much time in a virtual environment. The binary logistic regression analysis proves that these students have a four times greater chance of developing a concentration crisis. In addition, it is characteristic for there to be a general time management crisis that implicitly contributes to the development of a deadline crisis in learning, and another risk is the duplication of intention to drop out of university.

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Section: Discussionmentioning

confidence: 99%

Learning through Digital Devices—Academic Risks and Responsibilities

Berei

Pusztai

2022

Education Sciences

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“…Lukanova and Hristova in their work [26] cite a pedagogical study on the need to use a "Reference Book of control points" in the theoretical material of midwifery students in a digital learning environment. The authors conclude that with the use of the "Reference Book of reference points" in the virtual room, students increase their practical learning competencies.…”

Section: Learning Management System Lms Moodlementioning

confidence: 99%

Adaptive Knowledge Control in Digital Learning as a Factor in Improving the Quality of Education

Bystrenina

Никитин

2022

Education Sciences

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The quality of knowledge is the most important task of the learning system at any level and stage of education. The COVID-19 pandemic has made its own adjustments to the process of organizing education, requiring the transition from traditional to distance learning as soon as possible. In the new conditions, the use of adaptive knowledge control has become relevant, taking into account the individual level of knowledge of the trainees. The study is devoted to the analysis of the features of adaptive testing, the conditions of application and the possibilities of web technologies for its organization. The article presents the results of a study aimed at organizing and conducting adaptive knowledge control as one of the means of implementing an individual learning trajectory. The study presents algorithms for constructing an individual trajectory of adaptive testing for each user. The analysis of web technologies and learning management systems that are currently used in terms of their capabilities for the implementation of the adaptive learning module is carried out. An adaptive testing module has been developed for implementation into the LMS Moodle learning management system, built taking into account the modular organization of the system. The construction of the module is based on a Markov random process with discrete states, continuous and discrete time, which makes it possible to implement a condition for completing testing with the function of viewing detailed statistics of its passage. The problem of developing and implementing an adaptive testing module in an online learning system is considered. The results of experimental work confirming the effectiveness of the implementation of the adaptive testing module are presented. The study of technology by future teachers and its application in practice will contribute to an increasingly widespread implementation in practical activities.

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Pedagogical Study on the Necessity of a "Handbook of Reference Points" in the Digital Learning Environment

Cited by 2 publications

References 5 publications

Learning through Digital Devices—Academic Risks and Responsibilities

Learning through Digital Devices—Academic Risks and Responsibilities

Adaptive Knowledge Control in Digital Learning as a Factor in Improving the Quality of Education

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