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    Wyświetlanie 1-6 z 6
    Tytuł:
    Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills
    Autorzy:
    Luka, Ineta
    Powiązania:
    https://bibliotekanauki.pl/articles/628110.pdf
    Data publikacji:
    2019
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    adult teaching/learning, language competence, 21st century skills, blended-learning
    Opis:
    Aim. The aim of the study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies considering adult learners’ specific needs and special educational treatment required to overcome learning barriers. Methods. Data collection methods include teachers’ accounts in the form of reflective essays on their pedagogical experience collected from 14 teachers. For data analysis and interpretation constant comparative method to elicit themes/categories and create construct mapping to make connections between ideas and themes has been used. Results and conclusion. An on-line learning course for adult learners, including blended-learning, must be based on classic adult learning principles considering the given socio-cultural context, learners’ backgrounds, needs, motivation, learning styles and strategies. The adult learners’ skills developed and cultural knowledge increased will help them in enriching their knowledge and competences, thus leading to higher upskilling and higher employability and quality, as well as becoming true lifelong learners. Research restrictions. The current paper deals with the analysis of the first stage of the research – teachers’ feedback and course creation. The second stage comprising observation and feedback obtained during the course piloting eliciting learners’ and teachers’ data will be analysed in a later article. Practical application. The research findings are useful in selecting suitable methodologies and approaches for language learning courses for adult learners, possibly for other courses as well. Originality/Cognitive value. The current research enables understanding adult learning context and specifics to secure special educational treatment required to overcome learning barriers and develop adult learners’ 21st century skills in a culture-based blended-learning course.
    Źródło:
    Journal of Education Culture and Society; 2019, 10, 2; 151-169
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Some Aspects of the ESP Curriculum Design for Tertiary Education Institutions
    Autorzy:
    Lūka, Ineta
    Powiązania:
    https://bibliotekanauki.pl/articles/31342754.pdf
    Data publikacji:
    2007-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    needs analysis
    curriculum
    syllabus and ESP competence
    Opis:
    The topicality of the issue is explained by a discrepancy between the current English for Special Purposes (ESP) curriculum and students’ wishes and demands of the labour market. In order to create an up-to-date ESP curriculum that would suit students, employers and customers’ wishes, the following research methods were used: analysis of theoretical literature and sources, empirical study (students’ interviews, students’ questioning, lecturers’ interviews, employers’ questioning) and qualitative and quantitative data analysis methods. The conducted needs analysis allows creating a modern curriculum based on theory and practice – seting its goal and tasks, choosing the most appropriate syllabi types, selecting teaching methods that correspond to students’ learning styles and satisfying students’ wishes and the requirements of the industry.
    Źródło:
    The New Educational Review; 2007, 11; 63-74
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Design Thinking in Pedagogy
    Autorzy:
    Luka, Ineta
    Powiązania:
    https://bibliotekanauki.pl/articles/628265.pdf
    Data publikacji:
    2014
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    design thinking, problem-solving, creativity, innovation, teamwork, skills development
    Opis:
    The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.
    Źródło:
    Journal of Education Culture and Society; 2014, 5, 2; 63-74
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    European cultural heritage and skills development course for adult learners’ self-development
    Autorzy:
    Luka, Ineta
    Powiązania:
    https://bibliotekanauki.pl/articles/1878497.pdf
    Data publikacji:
    2021-09-25
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    blended-learning
    learning platform
    language competence
    21st century skills
    cultural awareness
    Opis:
    Aim. This article aims to evaluate the target course created and the development of adult learners’ 21st century skills during the course implementation in six EU countries. Concept. European Cultural Heritage and Skills Development Course is a culture-based blended-learning course created within the framework of the Erasmus+ project “Cultural Knowledge and Language Competences as a Means to Develop 21stCentury Skills” conducted in six EU countries: Croatia, Latvia, Slovenia, Romania, Poland and Czech Republic (Project No.2018-1-HR-01-KA204-047430; 2018-2021). The course content is presented in a form of a story, applying innovative methodologies and tools increasing adult learners’ cultural knowledge and ensuring the skills development. This article focusses on blended-learning in particular, and the course evaluation given by learners and teachers after the course implementation in the six partner countries as well as the development of adult learners’ 21st century skills. Results and conclusion.The results indicate a positive evaluation of the learning platform, the learning methodologies and tasks as well as a positive trend considering the development of learners’ 21st century skills, including the English language competences. Although the results varied from country to country, no extremely significant differences between the evaluation done by learners and the teachers were found, thus the course may be applicable to adult teaching/learning. Practical application.The created blended-learning course may be a viable option for developing adult learners’ 21st century skills and increasing their cultural awareness of the less known EU intangible cultural heritage.   Originality.The contribution describes the difference between flipped, hybrid and blended-learning and introduces a novel approach of creating a blended-learning course for adult learners.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 2; 505-526
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implementation of a Multilingual Blended Learning Course for Non-formal and Informal Adult Learning during the COVID-19 Pandemic
    Wdrożenie wielojęzycznego kursu blended learning dla pozaformalnego i nieformalnego uczenia się dorosłych podczas pandemii COVID-19
    Autorzy:
    Luka, Ineta
    Powiązania:
    https://bibliotekanauki.pl/articles/25777470.pdf
    Data publikacji:
    2022-12-20
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    blended learning
    Learning Management System (LMS)
    dorośli uczniowie
    uczniowie z przeszkodami
    edukacja pozaformalna
    uczenie nieforrmalne
    adult learners
    learners with barriers
    non-formal education
    informal learning
    Opis:
    Due to the COVID19 pandemic, traditional face-to-face learning was replaced by distance education, e-learning, online learning and blended learning at all education levels, including adult education. Learning Management Systems (LMS) are crucial in organising an efficient pedagogical process online and ensuringthat learners attain learning outcomes. The current research, conducted in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and Czechia, evaluates the suitability of the LMS to non-formal and informal adult learning for various target groups when face-to-face adult education was restricted. The research involved 638 participants, 209 of them were learners with barriers to learning. The participants studied the blended learning course created for non-formal and informal adult learning and filled in a feedback questionnaire after its acquisition. The results indicate overall learner satisfaction with the LMS and the course delivery, and the suitability of the LMS for regular adult learners and learners with cultural, social, and geographic barriers to learning both for non-formal and informal learning. The LMS is suitable for learners with economic obstacles for non-formal learning. However, learners with learning difficulties require special pedagogical approaches to support them to acquire the course in an online-only blended learning format.
    W związku z pandemią COVID-19 tradycyjne nauczanie twarzą w twarz zostało zastąpione edukacją na odległość, e-learningiem, nauką online i edukacją mieszaną na wszystkich poziomach, w tym w nauczaniu dorosłych. Learning Management Systems (LMS) mają kluczowe znaczenie dla organizowania skutecznego procesu edukacyjnego online i zapewniania, że uczący się osiągają efekty uczenia się. Obecne badania, przeprowadzone w sześciu krajach UE: Chorwacji, Łotwie, Słowenii, Rumunii, Polsce i Czechach, określają przydatność platform LMS do pozaformalnego i nieformalnego uczenia się dorosłych w przypadku różnych grup docelowych, w przypadku, gdy kształcenie dorosłych w bezpośrednim kontakcie jest ograniczone. W badaniach wzięło udział 638 uczestników, w tym 209 osób z trudnościami w dostępie do nauki. Uczestnicy przestudiowali przygotowany kurs typu blended learning jako kurs edukacji pozaformalnej i nieformalnej oraz wypełnili ankietę ewaluacyjną po przyswojeniu treści kursu. Wyniki wskazują na ogólne zadowolenie uczących się z LMS i z prowadzenia kursu oraz przydatność platform LMS dla potrzeb standardowych uczniów dorosłych oraz uczniów z kulturowymi, społecznymi i geograficznymi przeszkodami w uczeniu się zarówno w przypadku uczenia się pozaformalnego, jak i nieformalnego. LMS jest odpowiedni dla uczniów z trudnościami ekonomicznymi w uczeniu się pozaformalnym, ale uczniowie z barierami w nauce wymagają specjalnego podejścia pedagogicznego, aby wesprzeć ich w przyswajaniu treści kursu w formacie nauczania mieszanego wyłącznie online.
    Źródło:
    International Journal of Research in E-learning IJREL; 2022, 8, 2; 1-23
    2451-2583
    2543-6155
    Pojawia się w:
    International Journal of Research in E-learning IJREL
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Solving Intergenerational Communication Problems in Tourism and Hospitality Enterprises
    Autorzy:
    Luka, Ineta
    Drozdova, Valerija
    Šakytė-Statnickė, Gita
    Budrytė-Ausiejienė, Laurencija
    Powiązania:
    https://bibliotekanauki.pl/articles/18674490.pdf
    Data publikacji:
    2023-06-20
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    communication
    generational differences
    intergenerational communication
    intergenerational communication conflicts
    adult teaching/learning
    Opis:
    Aim. The aim of the research is to identify intergenerational communication problems in tourism and hospitality enterprises and define teaching/learning initiatives and methodologies required to develop employees’ competencies to solve intergenerational communication problems. Methods. 12 semi-structured expert interviews with tourism and hospitality business owners and/or top-level management in three countries (Lithuania, Latvia, and Sweden) were conducted to collect information on generational differences in communication and intergenerational communication problems in the company. Qualitative content analysis was applied for data analysis. Results. Nine main groups of intergenerational communication problems have been detected and corresponding teaching/learning initiatives and methodologies that take into account the specific characteristics of each generation are recommended to eliminate each of the problems identified. Conclusion. Generational differences and differences in communication lead to intergenerational communication conflicts in tourism and hospitality enterprises. The suggestions on organising adult learners’ teaching/learning process based on generational differences may be applicable in workplace learning and also in educational institutions providing adult education. Cognitive value. The paper focusses on analysing intergenerational aspects in communication processes in tourism and hospitality enterprises and offers the means of solving communication conflicts by employing certain adult teaching/learning initiatives and methodologies suitable to non-formal and formal adult learning.
    Źródło:
    Journal of Education Culture and Society; 2023, 14, 1; 207-228
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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