18 results on '"Oksana Labanova"'
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2. Challenges of Hybrid Flexible (HyFlex) Learning on the Example of a University of Applied Sciences
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Kati Nõuakas, Britt Petjärv, Oksana Labanova, Vitali Retšnoi, and Anne Uukkivi
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- 2023
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3. THE IMPACT OF INITIAL DATA ON THE LOGISTICS PERFORMANCE INDEX ESTIMATION: ESTONIAN AND RUSSIAN STUDY
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Galina Vladimirovna Ivankova, Anne Uukkivi, Oksana Labanova, Jelizaveta Janno, Ekaterina Pavlovna Mochalina, Elena Safulina, and Marina Latõnina
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Estimation ,Information Systems and Management ,Statistics ,language ,Business ,Management Science and Operations Research ,Performance index ,Estonian ,language.human_language ,Management Information Systems - Published
- 2021
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4. Exploring and Developing a Shared Understanding of the Issues Surrounding Engineering Mathematics
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Filomena Soares, Javier Bilbao, Ken Brown, Concepción Varela, Elena Safiulina, Anna Cellmer, Igor Kierkosz, Oksana Labanova, Anne Uukkivi, Vlad Bocanet, Gerald Kelly, F.. Rusu, Marina Latõnina, Olatz García, Cristina Feniser, Joanna Cymerman, Eugenio Bravo, Ana Paula Lopes, and Carolina Rebollar
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Engineering ,business.industry ,05 social sciences ,050301 education ,0501 psychology and cognitive sciences ,Engineering ethics ,business ,0503 education ,Engineering mathematics ,050104 developmental & child psychology ,Computer Science Applications ,Information Systems - Abstract
Although Mathematics is a pillar which many of the subjects of any Engineering degree are based on, and in spite of being used as a tool in almost all of such subjects, it is sometimes difficult for students to assimilate the mathematical concepts. Since this relationship between Engineering and Mathematics is unavoidable, a consortium of universities from different countries is working on a project, EngiMath, to, on the one hand, make it easier for teachers to teach Mathematics in the first years of Engineering degrees; and, on the other hand, to promote study from a “student-centric” point of view. As a previous step to the development of educational material that fulfills these purposes, a study of the students' feelings about Mathematics and their experience in studying them has been carried out.
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- 2020
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5. Students' international competition : promoting engagement and social skills
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Filomena Soares, Ana Paula Lopes, Vlad Bocanet, Ken Brown, Anna Cellmer, Igor Kierkosz, Oksana Labanova, Carles Serrat, Anne Uukkivi, Universitat Politècnica de Catalunya. Departament de Matemàtiques, Universitat Politècnica de Catalunya. GRBIO - Grup de Recerca en Bioestadística i Bioinformàtica, and Repositório Científico do Instituto Politécnico do Porto
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Erasmus + ,Competition ,Online learning ,Ensenyament i aprenentatge::TIC's aplicades a l'educació::Ensenyament virtual (eLearning) [Àrees temàtiques de la UPC] ,Web-based instruction ,Gamification ,Multinational cooperation ,Mathematics ,Erasmus+ ,Ensenyament virtual ,Ludificació ,Technology enhanced learning - Abstract
Six Higher Education Institutions (HEI), from different European countries (Estonia, Ireland, Poland, Portugal, Romania, and Spain) joined forces in 2018 to launch a shared Erasmus+ Project under the Key Action - Cooperation for innovation and the exchange of good practices. The project's “heart and soul” was to provide an online course on fundamental mathematical themes that would serve as a base for the specialized domain of engineering mathematics. Upon its approval and funding, partner institutions have developed a common platform for students and professors interested in Fundamentals of Linear Algebra and engineering applications. A mathematics on-line learning model was developed from the scratch and is now available in seven different languages. As presented in the project proposal, the student competition activity was introduced as a Learning/Teaching/Training activity (LTT) and it was established inside the online course setting and framework to add an international dimension to the studies of the enrolled students. The students’ competition in EngiMath project, connected learners from different countries through common tasks. It has settled an open international space, where students could deal with assessment “stresses” in an indirect and ludic manner, promoting, in a gamification way, their self-confidence when dealing with on-line tasks, tight schedules or even “against the clock”, motivating them to complete the course and to avoid drop out behaviour. Despite all of the pandemic limitations that all partner members had to cope with, the students' competition can be considered one of the Project's main triumphs. Peer Reviewed Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat::4.3 - Per a 2030, assegurar l’accés en condicions d’igualtat per a tots els homes i dones a una formació tècnica, professional i superior de qualitat, inclòs l’ensenyament universitari Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat::4.4 - Per a 2030, augmentar substancialment el nombre de joves i persones adultes que tenen les competències necessàries, en particular tècniques i professionals, per a accedir a l’ocupació, el treball digne i l’emprenedoria
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- 2022
6. Online engineering mathematics course : development and implementation of a successful project
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Filomena Soares, Ana Paula Lopes, Anna Cellmer, Anne Uukkivi, Carles Serrat, Chara Pantazi, Cristina Feniser, Elena Safiulina, Errol Martin, Florina Serdean, Igor Kierkosz, Gerald Kelly, Joanna Cymerman, Ken Brown, Marc Alier, Marina Latõnina, M Bruguera, M. Rosa Estela, Oksana Labanova, Vlad Bocanet, Volodymyr Sushch, Universitat Politècnica de Catalunya. Departament de Matemàtiques, Universitat Politècnica de Catalunya. Departament de Ciència i Enginyeria de Materials, Universitat Politècnica de Catalunya. Departament d'Enginyeria de Serveis i Sistemes d'Informació, Universitat Politècnica de Catalunya. Departament d'Enginyeria Civil i Ambiental, Universitat Politècnica de Catalunya. GRBIO - Grup de Recerca en Bioestadística i Bioinformàtica, Universitat Politècnica de Catalunya. UPCDS - Grup de Sistemes Dinàmics de la UPC, Universitat Politècnica de Catalunya. CDAL - Centre de Disseny d'Aliatges Lleugers i Tractament de Superfícies, Universitat Politècnica de Catalunya. EduSTEAM - STEAM University Learning Research Group, and Repositório Científico do Instituto Politécnico do Porto
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Experiential learning ,Technology ,Ensenyament i aprenentatge::Innovació i Investigació educativa [Àrees temàtiques de la UPC] ,Ensenyament a distància ,Engineering education ,Distance education ,Research projects ,Online learning ,Interactive learning materials ,higher education ,Higher education ,Distance learning ,Innovation ,Aprenentatge per experiència - Abstract
According to the New UNESCO global survey studying the effect of Covid-19 on higher education (2021) the pandemic has had an impact on higher education systems in terms of access and quality of teaching and learning. Covid-19 has caused the suspension and cancellation of teaching activities and its major impact on teaching and learning is the increase in online education. The Engimath - Mathematics on-line learning model in engineering education - was successfully carried out at the very right moment, as in recent two years there has been a significant increase in demand for a 100% online mathematics course with interactive learning materials and largescale practicing opportunities as well as for a mathematics online assessment model. This project has successfully developed a high-level online course as a basis for offering output-oriented education in engineering mathematics. Some of development stages, that led this project – EngiMath - to an outstanding successful end, will be presented in this paper. These go from the educational needs’ analysis to its implementation and use, even allowing an open and live test. Peer Reviewed Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat::4.3 - Per a 2030, assegurar l’accés en condicions d’igualtat per a tots els homes i dones a una formació tècnica, professional i superior de qualitat, inclòs l’ensenyament universitari Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat::4.4 - Per a 2030, augmentar substancialment el nombre de joves i persones adultes que tenen les competències necessàries, en particular tècniques i professionals, per a accedir a l’ocupació, el treball digne i l’emprenedoria
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- 2022
7. USING H5P TO BUILD CONTENT-ENGAGED LEARNING IN MATHEMATICS
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Oksana Labanova and Elena Safiulina
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Content (measure theory) ,Mathematics education ,Engaged learning - Published
- 2021
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8. LEARNING SCIENCE IN REMOTE LEARNING: THE LEARNERS' VIEW
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Vitali Retshnoi, Anne Uukkivi, Marina Latynina, Oksana Labanova, Riina Timmermann, Andrei Mishtshenko, Agu Eensaar, Olga Ovtsharenko, Elena Safiulina, and Vello Lillemets
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Computer science ,Mathematics education ,Remote learning ,Learning sciences - Published
- 2021
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9. Poster: Technique of Active Online Training: Lessons Learnt from EngiMath Project
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Ken Brown, Ana Paula Lopes, Carolina Rebollar, Olatz García, Cristina Feniser, Concepción Varela, Oksana Labanova, Igor Kierkosz, Filomena Soares, Joanna Cymerman, Volodymyr Sushch, Javier Bilbao, Anne Uukkivi, Vlad Bocanet, Anna Cellmer, Errol Martin, Gerald Kelly, Elena Safiulina, Marina Latõnina, Eugenio Bravo, and Florina Serdean
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Test design ,Process (engineering) ,Computer science ,0502 economics and business ,05 social sciences ,Mathematics education ,050301 education ,Survey result ,0503 education ,Erasmus+ ,Training (civil) ,050203 business & management ,Test (assessment) - Abstract
The goal of this paper is to introduce a technique of creating self-tests that has allowed to actively incorporate university students into the learning process. The study was conducted within the framework of the Erasmus+ Project EngiMath. Partners’ peer reviews, the survey results and the students’ comments in forums and test results were used to conduct the research. The students’ overall satisfaction was in a high level. However, opportunities for some technical improvement has been emerged like the formulation of the tasks needs to be very clear and the time required to perform the tests must be limited. The following conclusions can be drawn from the study. The use of self-tests at all stages of training has intensified the assimilation of the material, i.e. increased understanding of theoretical material and developed computational skills. By completing a series of such assignments on each topic of the course, students had mastered the methodology of studying the topic and mastered specific teaching material on this topic. Feedback made, taking into account typical errors, has allowed the students to analyse their knowledge. A large number of variations for such tasks has allowed students to be involved in the process of active independent and individualized self-study.
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- 2021
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10. Innovative teaching methodologies for an online engineering mathematics course
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Ken Brown, Oksana Labanova, Joanna Cymerman, Vlad Bocanet, Florina Serdean, Igor Kierkosz, Filomena Soares, Gerald Kelly, Ana Paula Lopes, Anna Cellmer, Anne Uukkivi, Elena Safiulina, Marina Latõnina, Christina Feniser, and Repositório Científico do Instituto Politécnico do Porto
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Engineering ,Technology ,business.industry ,Higher Education ,Engineering mathematics ,Engineering education ,Course (navigation) ,Innovative teaching ,Online learning ,Interactive learning materials ,Mathematics education ,Distance learning ,business ,Innovation - Abstract
The fast evolution of distance learning tools such as Open Educational Resources (OER)) is an evidence of a shift in the way teaching and learning are understood. Several Higher Education Institutions are trying to increase their efficiency, competitiveness and expand their potential public by investing in the development of online courses, which can offer more interaction and support and be accessible to a larger number of students from a wider sort of backgrounds. The adaptation of a face-to face course into an online one is not simple, as it is not just about uploading lecture videos, sets of notes or lessons, it is necessary to consider the student’s needs, the instructional design and the best digital educational tools in order to support learning and teaching process. A partnership between Higher Education Institutions from six European countries, connecting more than twenty lecturers from distinct knowledge areas, is working on a European Erasmus+ Project, EngiMath, Mathematics online learning model in engineering education. These are developing a shared online platform for teachers to teach Mathematics in the first years of Engineering degrees and, on the other hand, to support student-centric learning and to encourage students to actively engage in the learning process to construct their own learning, addressing the recent requirements for an open, independent, competitive and innovative education. In this context, several new methodological and development issues of the online course will be presented, as well as students’ perceptions and feedback about the pilot course conducted by each institution partner of the project.
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- 2021
11. DEVELOPING INTERACTIVE E-CONTENTS FOR A MATHEMATIC ERASMUS+ PROJECT – CHALLENGES AND EXPERIENCES
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Marina Latõnina, Eugenio Bravo, Gerald Kelly, Ana Paula Lopes, Concepción Varela, Carolina Rebollar, Cristina Feniser, Elena Safiulina, Filomena Soares, Ken Brown, Javier Bilbao, Oksana Labanova, Olatz García, Anna Cellmer, Anne Uukkivi, Joanna Cymerman, and Vlad Bocanet
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Engineering ,business.industry ,Pedagogy ,business ,Erasmus+ - Published
- 2020
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12. Bringing Mathematics to Engineering: Online Learning-Teaching Model
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F.. Rusu, Anne Uukkivi, Gerald Kelly, Ken Brown, Cristina Feniser, Concepción Varela, Marina Latõnina, Igor Kierkosz, Joanna Cymerman, Eugenio Bravo, Filomena Soares, Anna Cellmer, Oksana Labanova, Elena Safiulina, Olatz García, Javier Bilbao, Ana Paula Lopes, Carolina Rebollar, Vlad Bocanet, and Repositório Científico do Instituto Politécnico do Porto
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Higher education ,business.industry ,Engineering education ,Group (mathematics) ,Online learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,business ,Base (topology) ,Mathematics - Abstract
Engineering and Mathematics are closely related, the latter being a fundamental tool and being also at the base of many, if not all, of the processes employed in the former one. Engineering in turn is a source of application for those mathematical concepts that are, sometimes, difficult to understand by undergraduate students in universities. Precisely, so that this relationship can be more fluid and comfortable for students in Higher Education, a group of European universities have teamed up around a project called EngiMath -Mathematics on-line learning model in Engineering education.
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- 2020
13. Engaging Engineering Students in the Educational Process Using Moodle Learning Environment
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Oksana Labanova, Elena Safiulina, Marina Latõnina, and Anne Uukkivi
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Computer science ,Process (engineering) ,Learning environment ,0502 economics and business ,05 social sciences ,Mathematics education ,050301 education ,0503 education ,050203 business & management - Abstract
Modern pedagogical practice emphasizes the use of technology as an opportunity to personalize the learning process and the need to take into account students' new needs. The purpose of this chapter is to offer a model of presenting online learning materials in mathematics that involves students in a continuous learning process. This model consists of textual materials, video materials, and tests in Moodle virtual learning environment (VLE). Textual materials include short theoretical materials with examples, self-control exercises, and worksheets with step-by-step solutions. The model includes five different types of videos: mini-lectures, problem solving walkthroughs, instructional videos, interactive videos, and individual videos. The testing system includes training, control, and bonus tests. Creating all parts of the model requires the use of specific didactical techniques. The students' feedback to this model has been highly positive.
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- 2020
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14. FACTORS THAT SUPPORT ENGINEERING STUDENTS' LEARNING IN SCIENCES
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Anne Uukkivi and Oksana Labanova
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Mathematics education ,Student learning ,Psychology - Published
- 2019
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15. A EUROPEAN EDUCATIONAL MATH PROJECT - COMPARATIVE NEEDS ANALYSIS IN PARTNER INSTITUTIONS
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Ken Brown, Concepón Varela, Olatz García, Anne Uukkivi, Elena Safiulina, Filomena Soares, Gerald Kelly, Marina Latõnina, Eugenio Bravo, Vlad Bocanet, Joanna Cymerman, Ana Paula Lopes, Anna Cellmer, Javier Bilbao, Carolina Rebollar, Oksana Labanova, and Cristina Feniser
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Identification (information) ,Resource (project management) ,Multinational corporation ,Engineering education ,business.industry ,Needs analysis ,Public relations ,business ,Inclusion (education) ,Erasmus+ ,Task (project management) - Abstract
At the end of the 2018, a new multinational project saw its approval as a European Erasmus+ Project. This project, named EngiMath - Mathematics on-line learning model in Engineering education, is closely related to Mathematics Teaching in Engineering Degrees. With its end planned for 2021, the steps needed to kick-start the development of this multinational project have not been easy in general logistic terms and even in more specific and particular issues. One of the first steps in its development was connected to the identification of common themes/subjects on which this project should be based in theoretical and general terms. This paper will describe, in a detailed way, all the educational needs analysis development. Its inclusion within this programme of work was due to the development, testing and deployment of a novel paradigm in the technology enhanced learning mediated environment in six geographically, socially, and culturally separate, engineering institutions. This was not a trivial task and took many resource hours to complete. Prior research to the submission of the project found no literature guiding educational needs analysis for joint-shared initiatives relating to socially, culturally, or geographically, separate locations. Therefore, this paper hopes to mark a complete list of objectives and tasks developed. It will point out several important issues to consider when designing multinational educational projects as well as other international connections made in education.
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- 2019
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16. MATHEMATICS ONLINE LEARNING MODEL IN ENGINEERING EDUCATION
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Filomena Soares, Javier Bilbao, Anna Cellmer, Olatz García, Ken Brown, Marina Latõnina, Oksana Labanova, Concepción Varela, Eugenio Bravo, Cristina Feniser, Anne Uukkivi, Elena Safiulina, Vlad Bocanet, Ana Paula Lopes, and Carolina Rebollar
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Engineering education ,Online learning ,Mathematics education - Published
- 2019
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17. Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics
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Igor Kierkosz, Filomena Soares, Marina Latõnina, Ken Brown, Vlad Bocanet, Anna Cellmer, Carles Serrat, Anne Uukkivi, Gerald Kelly, M. Rosa Estela, Elena Safiulina, Ana Paula Lopes, Volodymyr Sushch, Florina Serdean, Joanna Cymerman, Chara Pantazi, Oksana Labanova, Cristina Feniser, M. Montserrat Bruguera, Universitat Politècnica de Catalunya. Departament de Matemàtiques, Universitat Politècnica de Catalunya. Departament d'Enginyeria Civil i Ambiental, Universitat Politècnica de Catalunya. GRBIO - Grup de Recerca en Bioestadística i Bioinformàtica, Universitat Politècnica de Catalunya. SD - Sistemes Dinàmics de la UPC, Universitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group, and Repositório Científico do Instituto Politécnico do Porto
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student assessment ,Gap analysis method ,media_common.quotation_subject ,Geography, Planning and Development ,TJ807-830 ,Management, Monitoring, Policy and Law ,Gap analysis ,TD194-195 ,Web-based instruction ,Renewable energy sources ,03 medical and health sciences ,Matemàtica -- Educació secundària -- Sud-àfrica ,Perception ,gap analysis method ,Pandemic ,Mathematics -- Study and teaching ,GE1-350 ,Student learning ,Ensenyament i aprenentatge::TIC's aplicades a l'educació::Ensenyament virtual (eLearning) [Àrees temàtiques de la UPC] ,e-assessment ,Sdent assessment ,Online education ,Matemàtica -- Ensenyament ,Erasmus+ ,media_common ,Medical education ,Environmental effects of industries and plants ,030504 nursing ,Educational avaluation ,mathematics ,Renewable Energy, Sustainability and the Environment ,business.industry ,Student assessment ,05 social sciences ,050301 education ,E-assessment ,Ensenyament virtual ,online education ,Environmental sciences ,Information technology management ,Online teaching ,Avaluació educativa ,0305 other medical science ,business ,0503 education ,Mathematics ,Qualitative research - Abstract
The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak., This research was co-funded by the Erasmus+ Programme of the European Union, project name EngiMath, ref. no. 2018-1-EE01-KA203-047098.
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- 2021
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18. How we have motivated students in sciences
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Oksana Labanova and Anne Uukkivi
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Higher education ,business.industry ,Teaching ,05 social sciences ,Students' motivation ,Educational technology ,Educational systems ,050301 education ,Higher Education ,Teaching experience ,Teaching sciences ,Blended learning ,0502 economics and business ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Learning ,050211 marketing ,Psychology ,business ,0503 education - Abstract
For improving academic performance teachers must search for possibilities to increase students’ motivation. Teachers must understand that what motivates teachers may not motivate students (Wiesman 2012). The aim of the article is to present what has helped to motivate students in learning sciences. The article is based on the results of qualitative feedback questionnaires. Although the studies took place mostly in face-to-face classes, students liked to have all the materials in e-learning environments. The most preferred were tutorial videos made with software applications that have the ability to turn a digital device into a virtual board using screen zoom and annotation tools in parallel. These encouraged learners to solve their tasks independently. Online calculators helped to solve more difficult exercises as they offer step-by-step solutions. The choice of bonus tests which were made using interactive videos also received a very positive feedback. Full-time students considered game-based learning platforms to be the most effective revision technique. Using some learners as tutors in teaching was also highly appreciated. Most of the above-mentioned methods support self-studying, therefore, learners need effective learning tools and materials, particularly for independent learning.
- Published
- 2018
- Full Text
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