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Wyświetlanie 1-15 z 38
Tytuł:
Content Repository in Object Oriented data model
Autorzy:
Dobrowolski, D.
Chromiak, M.
Powiązania:
https://bibliotekanauki.pl/articles/106182.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
content repository
e-learning
classification of e-learning content
standards
content management
prospective object-oriented database
Opis:
The need for creating content repository stores for e-learning systems grows as the number of available materials increases. Moreover, along with the number of courses, the problem of describing them in a unified form appears. While there are standards used for strict classification of e-learning content, the store model still seems to be based on preservative relational databases approach. In this paper we introduce an idea to represent the e-learning content management information in the well organized object-oriented form based on a prospective object-oriented database.
Źródło:
Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica; 2013, 13, 1; 17-27
1732-1360
2083-3628
Pojawia się w:
Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Electronic Dictionary as a Tool for Integration of Additional Learning Content
Autorzy:
Kovacheva, Stefka
Powiązania:
https://bibliotekanauki.pl/articles/676994.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
cultural heritage
database
dictionary entry
electronic dictionary
e-learning content
Opis:
Electronic Dictionary as a Tool for Integration of Additional Learning ContentThis article discusses electronic dictionary as an element of the „Bulgarian cultural and historical heritage under the protection of UNESCO” database developed in IMI (BAS), that will be used to integrate additional learning content. The electronic dictionary is described as an easily accessible book of reference, offering information to the shape, meaning, usage and the origin of words in connection to the cultural-historical heritage sites in Bulgaria, protected by UNESCO. The dictionary targets 9–11 year old students from Bulgarian schools, who study the subjects “Man and Society” in 4th grade and “History and Civilization” in 5th grade.
Źródło:
Cognitive Studies; 2015, 15
2392-2397
Pojawia się w:
Cognitive Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analysing the Effect of Forced Shifting Towards E- Learning during Covid-19 for Student Perceived Satisfaction Variables and Service Quality Dimensions
Autorzy:
Zaheer, Asma
Albugami, Moteb Ayesh
Powiązania:
https://bibliotekanauki.pl/articles/2023503.pdf
Data publikacji:
2021
Wydawca:
Stowarzyszenie Inżynierów i Techników Mechaników Polskich
Tematy:
satisfaction
SEM
e-learning
SERVQUAL
service quality
learning content
satysfakcja
jakość usług
treści nauczania
Opis:
With the rapid spread of COVID-19 posing indefinite lockdowns globally with easy and cheap access to internet, e-learning tools are gaining popularity as a medium of learning. The area of e learning service quality is getting attention. The spate of conferences and webinars were conducted and many educational institutions have shifted from traditional means of teaching to online virtual classrooms. Many researchers previously suggested that acceptance of e-learning courses is influenced by perceived service quality. However, proper measurement e learning service quality is an issue which remains unaddressed. As far as higher education is concerned, the success, of this program shows varied results. There is a lack of studies especially in the area of student’s perception of e learning service quality in higher education context. The study also assesses the technological forced shifting in the area during covid 19. Therefore this study is initiated with a desire to assess e learning quality vis a vis student satisfaction through SERVQUAL model in higher education. In order to accomplish our objectives and in the light of extant literature review and discussion, the study utilizes adapted SERVQUAL scale. This study, Utilized a SERVQUAL Model for measuring e learning among higher education students. The study assesses unidimensionality through (CFA). Analysis was conducted to investigate the reliability and validity of the research scale, and the structural equation model (SEM) to examine the hypothesized model.
Źródło:
Advances in Science and Technology. Research Journal; 2021, 15, 4; 174-181
2299-8624
Pojawia się w:
Advances in Science and Technology. Research Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LEARNING MODEL FOR IMPROVING THE EFFECTIVENESS OF STUDENTS’ LEARNING PERFORMANCE IN LESSONS
Autorzy:
Shayner, Anna
Shvay, Roksolyana
Rarot, Halina
Powiązania:
https://bibliotekanauki.pl/articles/628399.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
“parallel” learning model, content units, duration of the teaching and learning process.
Opis:
Purpose. The objective of this study is to suggest and demonstrate the feasibility of a new learning model and compare learning outcomes due to the traditional and developed learning models. Methods. The advantages of the developed model are proved in accordance with  statistical processing of the pedagogical experiment results using Statistica. The experiment involves 786 students who are aged 13-14 and study in grades 7-8. The time parameters of the duration of individual elements of the lesson in the traditional learning model are consistent with the methodological literature (Horonovska & Samsonova, 1985; Sadovyi, Vovkotrub, & Tryfonova, 2013). Results. The methodology of selecting generic content units (GCUs) from the subject content and their division into theoretical (TCUs) and experimental (ECUs) content units is elaborated. The total time of all TCUs gives the duration of the teaching process while the time of all ECUs is the duration of the knowledge process acquisition, and the time of GCUs is the duration of the learning process. The result of the GCUs presentation offers two learning models: traditional (sequential) and developed (parallel) ones. Conclusions.    The broad implication of the present research is that the developed "parallel" model allows using the time effectively for practical students’ research work at physics lessons, and enables to give better learning outcomes, use individual and group forms of learning with observance of individualization and differentiation learning principle. This model assists in building pedagogical teaching technologies for different subjects.
Źródło:
Journal of Education Culture and Society; 2020, 11, 1; 225-238
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educating Children in Science – Ideas From John Amos Comenius
Edukacja dzieci w zakresie nauk ścisłych – idee Jana Amosa Komeńskiego
Autorzy:
Jaszczyszyn, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/2055475.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
John Amos Comenius
comeniology
pre-school education
science
child
learning content
Jan Amos Komeński
komeniologia
pedagogika przedszkolna
nauki ścisłe
dziecko
treści nauczania
Opis:
The article attempts to synthetically present the thought of John Amos Comenius, as a precursor of preschool pedagogy. An attempt has been made to determine what makes his thought still current in theory and pedagogical practice in kindergarten. These findings make it possible to compare what we know and what we are guided by at present. The analysis of Comenius’ whole life is a combination of the value of the work itself, the format of research, organizational and journalistic activities, and the features of the times in which we live today.
W artykule podjęto próbę ukazania w sposób syntetyczny myśli Jana Amosa Komeńskiego jako prekursora pedagogiki przedszkolnej, a także określenia, co sprawia, że jego myśl jest ciągle aktualna zarówno w teorii, jak i w praktyce pedagogicznej przedszkola. Te ustalenia pozwalają dokonać porównania z tym, co wiemy i czym kierujemy się aktualnie. Analiza całego życia Komeńskiego to połączenie wartości samego dorobku, formatu działań badawczych, organizatorskich i publicystycznych oraz cech czasów, w jakich przyszło nam współcześnie żyć.
Źródło:
Prima Educatione; 2021, 5; 205-213
2544-2317
Pojawia się w:
Prima Educatione
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Content and Language Integrated Learning (CLIL) in European Higher Education
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/44442009.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Content and Language Integrated Learning
higher education
pedagogy
language
content
benefits
drawbacks
Opis:
The following article discusses Content and Language Integrated Learning (CLIL) in European higher education, which has become popular in recent years due to the status of English as a foreign language. Firstly, the difference between CLIL and English Medium Instruction (EMI) is explained, then CLIL modules in higher education are presented. Furthermore, CLIL special pedagogy in higher education is described. The subsequent section is devoted to the benefits and challenges of CLIL in higher education as listed in the literature; finally, insight into research on language in the CLIL higher education context is addressed. The data presented in the article is based on an in-depth literature review and research conducted in higher education institutions in Europe. The findings show that even though CLIL has become a popular approach in higher education in recent years, adapting this concept has been a great challenge due to the very little preparation, proper methodological training and complex linguistic learning situations.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 251-273
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Taking English Beyond the Everyday
Język angielski ponad codziennością
Autorzy:
Zimmerman, Lynn W.
Powiązania:
https://bibliotekanauki.pl/articles/1811440.pdf
Data publikacji:
2015
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
Content and Language Integrated Learning (CLIL)
uczenie się języka
technologia
language learning
technology
Opis:
Jednym z najważniejszych elementów efektywnego nauczania i uczenia się jest adekwatność i znaczenie treści dla uczącego się. W kontekście uczenia języka obcego są one powiązane z odpowiednimi tematami, które wzbudzają zainteresowanie uczącego się oraz ze stosownymi umiejętnościami oraz funkcjami językowymi. Kształcenie nauczycieli języków obcych może oferować techniki i strategie, które mogą pomóc nauczycielom włączyć treści i cele uczenia się adekwatne dla uczniów. Content and Language Integrated Learning (CLIL), jednoczesne nauczanie i uczenie się treści i języka obcego, jest jednym ze sposobów realizacji tego celu. W XXI wieku adekwatność odnosi się również do technologii. Wykorzystanie Internetu, mediów społecznościowych i Web 2.0 zostało uznane przez nauczycieli języków za sposób wyposażenia uczniów w możliwości autentycznej komunikacji, która zwiększa celowość i zainteresowanie uczeniem się języka obcego. Połączone z technologią, oparte na treści uczenie się języka może rozwinąć u uczących się umiejętność efektywnego i wiarygodnego używania własnej wiedzy.
One of the strongest elements of effective teaching and learning is relevance for the learner. In the foreign language teaching context, relevance is related to relevant topics which engage learners' interest and relevant language skills and functions. Teacher training for foreign language teachers can offer techniques and strategies which can help these teachers integrate relevant content and language objectives for their students. Content and Language Integrated Learning (CLIL), the simultaneous teaching and learning of content and a foreign language, is one way to accomplish this goal. In the 21st century, relevance is also related to technology. The use of the Internet, social media, and Web 2.0 has been recognized by language teachers as a means of providing their students with authentic communication opportunities which boost the relevance of and interest in foreign language learning activities. When combined with technology, content-based language learning can develop learners that use their knowledge effectively and authentically.
Źródło:
Roczniki Pedagogiczne; 2015, 7(43), 1; 109-119
2080-850X
Pojawia się w:
Roczniki Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analyzing types of classroom interaction in CLIL
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/919714.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
Content and Language Integrated Learning
Bilingual education
Interaction
Language classroom
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 43-52
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effects of CLIL on mathematical content learning: A longitudinal study
Autorzy:
Surmont, Jill
Struys, Esli
Van Den Noort, Maurits
Van De Craen, Piet
Powiązania:
https://bibliotekanauki.pl/articles/781063.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
content and language integrated learning
second language
teaching
math performance
longitudinal study
Opis:
Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 2; 319-337
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivation for the Use of Content and Language Integrated Learning (CLIL) at the Slovak Minority School in Hungary
Autorzy:
Gunčaga, Ján
Powiązania:
https://bibliotekanauki.pl/articles/507069.pdf
Data publikacji:
2012
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Content and Language Integrated Learning (CLIL)
Slovak minority school / primary education
mathematics education
Opis:
Content and Language Integrated Learning (CLIL) can support the use of a minority language in different subjects. In our paper we present this method in the case of school mathematics. First, we describe the process of gaining knowledge in teaching mathematics. We will then present some students’ work who will be future Slovak minority teachers.
Źródło:
Journal of Preschool and Elementary School Education; 2012, 1; 107-118
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Poszukiwanie innowacyjnych rozwiązań w edukacji przedszkolnej. Doświadczenia nauczycielek pracujących na podstawie programu wychowania przedszkolnego Tablit
Searching for Innovatives in Pre-School Education: Experiences of Tablit-Teachers
Autorzy:
Basińska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/920425.pdf
Data publikacji:
2018-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
kindergarten curriculum
project approach
Questioning the Author
Content and Language Integrated Learning
Tablit
Opis:
The article presents Tablit – a kindergarten curriculum, its constructivist assumptions as well as innovative methodology: the Project Approach, Questioning the Author and CLIL. Selected experiences of teachers who had tested the curriculum were analyzed.
Źródło:
Studia Edukacyjne; 2018, 51; 373-386
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context
Autorzy:
Lockley, Thomas
Powiązania:
https://bibliotekanauki.pl/articles/780904.pdf
Data publikacji:
2015-03-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
content and language integrated learning
second language willingness to communicate
international posture
Japanese EFL
Opis:
This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 1; 87-108
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Medium, Performanz, Inhalt: Eine theoretische Metastudie zum mediengestützten Lernen
Medium, performance, and content: A theoretical meta-analysis on media-based learning
Autorzy:
Giessen, Hans
Powiązania:
https://bibliotekanauki.pl/articles/915798.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
media-based learning
medium
performance
learning styles
content
Opis:
Media-based learning does not necessarily make sense nor is it necessarily effective, for that matter, simply because it uses a medium. Rather, there are several variables that can and do influence its success: the very medium, the content, and the learner’s cognitive styles. All variables have to be taken into consideration, alone and interacting, in order to decide whether and where media-based learning is to be used, and where it might be counterproductive.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 51-62
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English medium instruction: Comparing teacher beliefs in secondary and tertiary education
Autorzy:
Briggs, Jessica G.
Dearden, Julie
Macaro, Ernesto
Powiązania:
https://bibliotekanauki.pl/articles/780421.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction (EMI)
content and language integrated learning (CLIL)
teacher cognition
teacher professional development
Opis:
Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 673-696
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs
Autorzy:
Basterrechea, María
Gallardo-del-Puerto, Francisco
Powiązania:
https://bibliotekanauki.pl/articles/780683.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language-related episodes (LRE)
pair dynamics
pair formation
collaborative task
content and language integrated learning (CLIL)
Opis:
A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf & Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different patterns of interaction (Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 423-447
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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