可持续教育的间隔电子学习

Q2 Social Sciences
Janis Kapenieks, Janis Kapenieks
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引用次数: 8

摘要

摘要本研究的目的是确定大学生可持续教育中实施间隔学习的电子学习解决方案。在间隔式电子学习方法中,课程内容在重复之间有几分钟的停顿,在此期间,学生让他们的大脑“休息”不同的内容,然后再回到课程中。信息技术解决方案的基础是识别学生的个人和情境兴趣,并通过空间的内容促进学生对个人发展的兴趣。目前的研究以寻找技术和教学电子学习发展的协同效应为导向。本研究包括三个周期的教育行动研究。第一个和第二个周期旨在寻找最有效的方法,将可持续人格发展的内容纳入课程。在里加技术大学,创建了两个混合学习硕士水平课程的原型,并得到了硕士水平学生的认可。通过反思学生意见和分析OpenEdX电子学习环境中的用户行为数据来评估研究结果。在行动研究和反思的第一个和第二个周期中获得的结果是在MOODLE环境中个性化内容的生活实验室解决方案概念开发的基础。实现个性发展空间个性化内容的技术解决方案是基于学生对他/她个人兴趣的自我评估。研究表明,间隔电子学习在教学学习和个性发展方面的潜力,从而导致最广泛意义上的可持续性学习,作为一种具有内在可持续性的教育学视角,我们在研究中称之为“培养”。由于混合式学习被完全在线学习所取代,间隔式在线学习方式受到了新冠肺炎危机的严重影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Spaced E-learning for Sustainable Education
Abstract The objective of the research is to determine e-learning solutions for the implementation of the spaced learning in university students’ sustainable education. In the spaced e-learning method, the course content includes few-minute pauses between repetitions, during which students let their brain “rest” with different content and then return to the course. Information technology solutions are based on the identification of students’ individual and situational interests and the following promotion of students’ interests for personal development by the content of spaces. Current research is oriented to the search for benefits from synergy of the technological and pedagogical e-learning developments. The study includes three cycles of education action research. The first and second cycles aim at finding the most effective method to include content for sustainable personality development in the course. At Riga Technical University, a prototype of two blended learning Master level courses was created and approbated with Master level students. Outcomes of the research were evaluated by reflection on students’ opinions and analysis of user behavior data in the e-learning environment OpenEdX. The results obtained in the first and second cycles of the action research and reflection are the basis for the conceptual development of the Living Lab solution in the MOODLE environment with personalized content. Technological solutions for the implementation of personalized content of spaces for personality development are based on the student’s self-assessment of his/her individual interests. The research shows the potential of the spaced e-learning for instructional learning and personality development, thus leading to learning for sustainability in the broadest sense as a perspective of pedagogy with inherently sustainable nature, that we denote as “fostering” in the study. The spaced e-learning method was seriously influenced by the COVID-19 crisis due to the replacement of blended learning with fully online learning.
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来源期刊
CiteScore
4.10
自引率
0.00%
发文量
11
期刊介绍: Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.
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