četrtek, 11. februar 2016

Are we at Risk of Dumbing Down Courses in Order to Increase Student Satisfaction?

Florjančič, Viktorija. 2015. Are we at Risk of Dumbing Down Courses in Order to Increase Student Satisfaction? In Managing sustainable growth : abstracts of the joint international conference organised by University of Primorska, Faculty of Management, Slovenia, Eastern European Economics, USA, and Society for the Study of Emerging Markets, USA, Portorož, 28-30 May 2015, (Management International Conference, 1854-4312). Koper: Faculty of Management, 2015, p. 219.
http://www.fm-kp.si/zalozba/ISBN/978-961-266-180-9/126.pdf

Abstract:
Business informatics (BI) is a compulsory course on both the professional and university management degree study programmes. Before the update of the study programme in 2013, the course was implemented in the 3rd or 4th semester and had a value of 8 ECTS. Once the changes were made to the programme in 2013, the BI course was moved to the 1st semester and was shortened by 2 ECTS. In the 2013/2014 academic year, the BI course worth 8 ECTS was implemented for the final time in the 2nd year whilst the updated course of 6 ECTS was implemented for the first time in the 1st year. The course subject matter remained almost unchanged, but the students’ activities, assessment and guidelines were adapted to the new circumstances. At the end of the course, the routine evaluation showed a significantly higher dropout rate among the 1st year students than amongst the 2nd years. The dropout rate on the professional degree programme was 49.5% at the 1st year level compared to the 14.3% at the 2nd year level. On the university degree programme, 40% of students did not pass their exam, compared to 6.2% in the 2nd year. It is a well-known fact that some students only enrol in university to receive “student” status that offers them social security and other benefits. But is this the sole reason that caused such significant differences between the dropout rates? This was the main question we posed after the 2014/2015 updated course concluded and a high dropout rate was once again recorded (38.5% among university degree students and 48.8% among professional degree students). In the 2014/2015 academic year, the updated course was only implemented in the 1st year. Despite being updated, it was implemented using the methods as the previous version of the programme; combining weekly face-to-face meetings with online student activities that were performed in the open-sourced learning management system Moodle. The approach we use is known as the blended learning approach and is being constantly improved from year to year. Thus, it can be assumed that the teaching method is not the reason for the noticeable dropout. A detailed analysis was carried out on a group of students who had been taught by the same teacher; this enabled us to exclude teacher impact as a factor affecting dropout. The survey group consisted of 95 students from the 2013/2014 course and 74 students from 2014/2015. The response rate ranged from 65.8% on the 2014/2015 professional degree programme to 78% on the 2013/2014 university degree programme. Different student characteristics were compared and some statistically significant differences were found between students and their attitudes towards study. Despite reporting that they spend less time studying, the younger students rated their study efforts slightly higher, than the older students. The 1st year students also gave a higher rating to the tutor support they had received in the online environment. The regular weekly activities and assignments were not well accepted by younger students. The regular activities were evaluated as not being easy to complete. It is rational to assume that the younger students have not developed their study skills yet. A data comparison between the first and second generation of students who attended the updated course have shown that understanding of study materials and student guidelines is very important for successfully completing the course. The findings of the routine annual evaluation and the observations that have been made by the teacher open a serious question that needs to be considered in the upcoming academic year. Do we, with the aim of achieving student satisfaction and lowering the dropout rate, really need to make a course less academically demanding? Are the university really at risk of dumbing down to a secondary school level as reflected by Scott (2014)?

Keywords: blended learning, dropout, higher education

References: Scott, Alister. (2014) Universities at risk of dumbing doen into secondary school. In The Conversation, 22 August, 2014. Available: http://theconversation.com/universities-at-risk-of-dumbing-down-into-secondaryschools-30553 (18. 4. 2015).

The Information Society, a Challenge for Business Students?

Florjančič, Viktorija. 2015. The Information Society, a Challenge for Business Students? In Learning Technology for Education in Cloud. Springer International Publishing vol. 533.
p. 178–187. Http://ltec2015.um.si/resources/ltec/02-LTEC-book.pdf

Abstract:

We welcome digital natives to our university assuming they are competent computer and internet users. However, testing their computer skills at the beginning of the course revealed that they are not as highly skilled as was initially expected. The majority of students had surprisingly never heard of the massive open online courses that have been challenging higher education in recent years. Moreover, a lot of students do not use freely accessible learning resources on the web. Collecting data from Eurostat statistics raises an interesting issue – more and more EU households are getting broadband internet access and internet penetration is not only following users that have accessed the internet once in the last 3 months, but users that access the internet daily. It would be expected that individuals, especially those aged under 30, are highly computer and internet literate, but the data analysis revealed otherwise. Not only students included in the research presented in the empirical part of this paper, but also an average young internet user of one of the 28 EU countries. Using Facebook and the first Google search result is not enough anymore.

Keywords: ICT literacy · Information society · Open education

ponedeljek, 22. junij 2015

Množično odprto spletno izobraževanje učiteljev

V prispevku predstavljamo rezultate pilotne izvedbe MOOC tečaja, ki je bil, za potrebe usposabljanja učiteljev, razvit v okviru mednarodnega projekta Hands-On ICT. Projekt financira EU. V pettedenski tečaj, ki se je izvajal v angleškem jeziku, se je vključilo 734 udeležencev. Glede na to, da se je tečaj izvajal prek Moodla, evalvacija izvedbe temelji na podatkih, pridobljenih iz sistema ter na anketi, ki smo jo izvedli ob zaključku tečaja. Študentje (udeleženci), vključeni v MOOC, so opravljali različne tedenske dejavnosti. Za vse uspešno zaključene tedenske dejavnosti so udeleženci prejeli značko, ki odraža uspešnost študenta. Vseh 6 značk je prejelo manj kot 10 % študentov, kar je značilno tudi za MOOC tečaje, ki jih ponujajo Udacity, Coursera ali edX. Na osnovi zbranih podatkov smo poskušali izluščiti nekaj povezav med uspešnostjo udeležencev in drugimi zajetimi spremenljivkami. Izpostavili bi vlogo moderatorja, ki je običajno vpeljana v MOOC ter same vsebine tečaja, ki morajo biti za udeleženca zanimive in uporabne. 

Prispevek na Academia.edu

ponedeljek, 05. januar 2015

E-študij v slovenskem visokošolskem prostoru

Povzetek

Svetovni trendi izvajanja študija na daljavo oziroma e-študija se širijo tudi v slovenski visokošolski izobraževalni prostor. Tako za študijsko leto 2014/2015 visokošolski zavodi, za dodiplomski študij na daljavo, razpisujejo 930 vpisnih mest. Iz razpisa izhaja, da se študij na daljavo pojavlja le na izrednem študiju, čeprav bi takšen način študija, predvsem ker se študij izvaja prek spleta (e-študij), lahko predstavljal tudi način izvedbe rednega študija. V medijih se pojavljajo dvomi o kakovosti študija na daljavo, zato v prispevku prikazujemo pregled zakonodaje in spremljajočih dokumentov ter izpostavljamo kritične točke, na katere bi pri izvajanju e-študija morali biti pozorni. E-študij je le način izvedbe študija, pri čemer bi, ob upoštevanju sodobnih pedagoških pristopov, študij moral biti usmerjen na študenta in njegovo dejavnost ter doseganje učnih izidov akreditiranega študijskega programa. Enotna bi morala biti tudi presoja kakovosti izvedbe študija, za katero predlagamo, da se iz presoje prehodnosti, števila diplomantov ter časa trajanja študija, usmeri v presojo sistemov za spremljanje doseganja učnih izidov ter odgovornosti zanje. Področje presoje učnih izidov in doseženih kompetenc postavlja slovensko visoko šolstvo pred veliko preizkušnjo.
Prispevek

torek, 28. oktober 2014

Moodle – uporaba pisave »awesome«

Pri Moodlu pogosto uporabljamo ikone s katerimi označimo različne mejnike, npr. gradiva, naloge. Zakaj namesto ikon ne bi uporabljali pisave Awesome? Kako to narediti?

  1. Uporaba pisave Awesome je vezana na teme, razvite iz Bootstrap predloge. Sama uporabljam temo Essential, ki sem jo prilagodila grafični podobi fakultete. Pod Skrbništvo strani–Videz–Essential–Splošno sem označila FontAwesome from CDN (privzeto je NE).
  2. Izberemo znak in ga vnesemo v svoje vire ali oznake. Ikone lahko poljubno povečamo (gl. spodaj)
Primer vnosa:

[fa-arrow-right fa-4x] Uporabljena ikona s 4x povečano velikostjo
[fa-book fa-3x] Uporabljena ikona s 3x povečano velikostjo
[fa-archive fa-2x] Uporabljena ikona z 2x povečano velikostjo
[fa-laptop] Uporabljena ikona brez povečave

Izgled



Open Font License