Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

The Identity of Young Adults and their E-learning Performance

100%
Kwiatkowska W.
e-mentor
|
2019
|
issue 3 (80)
18-23
EN
Utilizing Marcia’s theory, a pilot study was conducted to determine the relation between the identity status of students and their performance using differing teaching methods (in-class and e-learning). The sample consisted of teaching students, and the main criterion was the use of e-learning. The Identity Status Test and standardized knowledge tests were used to collect data. No relation was identified between the identity status of students and their in-class and e-learning performance. However, the group utilizing e-learning achieved better results compared to the in-class group. Determining the importance of an e-learner’s identity is also necessitated by the need to develop appropriate counselling strategies. The analyses rendered possible a preliminary verification of the utility of the concept for the purpose of explicating the issue of the e-learning performance of contemporary students. The conclusions drawn from the study may also offer utility for adapting mentoring processes to the needs of learners. The author identifies and underlines the need for further, more comprehensive empirical research on the identity of e-learners within the context of their study program, age and gender.
2
Publication available in full text mode
Content available

E-portfolio, czyli jak promować się w sieci

63%
Kwiatkowska W., Majewska K.
e-mentor
|
2016
|
issue 4 (66)
33-38
EN
The aim of this article is to present the results of a research on creating and using e-portfolios by pedagogy students of Nicolaus Copernicus University in Torun. The answers sought were: What previous experience in the use of e-portfolios the examined people show? What objective guided the learners to create their own e-portfolio? What opportunities of having and the benefits of creating an e-portfolio the respondents see? What problems are faced by the students while creating their own e-portfolio? How does the selection of technological tools to create an e-portfolio by respondents look like? Is there a relationship between the time spent on preparing an e-portfolio and the assessment of their own abilities, achievements and progress made while working on an e-portfolio? Main research based on a diagnostic survey, complete with interview and observation, was conducted on a sample of 178 students of pedagogy, who within the classes were acquainted with the e-portfolio method. The selection was purposeful. Analysis of the data revealed that pedagogy students (approx. of the respondents) perceive e-portfolio as a useful way to promote their achievements online. The analyses conducted also show that the method used played a special role in case of people not quite aware of their own capabilities (over 72%). Based on observations and collected responses authors concluded that the assessment of one's abilities, achievements and progress were made in the early hours of work over virtual briefcase. The total time of the task, was also associated with the technical development of materials, which influenced the results (and consequently no association between time spent on the preparation of an e-portfolio and the assessment of their own abilities, achievements and progress).
3
Publication available in full text mode
Content available

Motives, benefits and difficulties in online collaborative learning versus the field of study. An empirical research project concerning Polish students

63%
Kwiatkowska W., Wiśniewska-Nogaj L.
e-mentor
|
2021
|
issue 3 (90)
11-21
EN
As a result of universities’ growing interest in online learning, largely due to the COVID-19 pandemic, it is necessary to adapt online learning methods to students’ professional preferences. The learning environment should accordingly be designed so as to ensure the highest possible engagement levels from the participants. This article discusses the value of collaboration in online learning along with its determinants. It highlights the need to include the crucial activities in the remote education of university students while taking into account their individualization and diverse motives. The analysis reveals that students cannot be treated as a homogeneous group; the preferences and abilities represented by them – which are associated with their field of study – determine their functioning in the remote learning environment. Based on their empirical study, the authors propose recommendations that may be helpful for educators in online collaborative learning.
4
Publication available in full text mode
Content available

Cultural Animation in Educational Practice: Selected Activities for Students of Primary Schools in Toruń

51%
Kwiatkowska W., Skibińska M., Majewska K.
Studia Paedagogica Ignatiana
|
2018
|
vol. 21
|
issue 3
129-143
EN
This article is devoted to the issue of cultural animation in educational practice. The authors share their experiences in the field of animation of educational activities for regional and global education of students of primary schools in Toruń during workshops carried out as part of the Toruń Science and Art Festival. The active and committed attitude of the participants in the classes was intensified by information and communication technologies constituting a specific transmission channel of the cultural components and elements of nature. The aim of the presented text is to popularize initiatives that stimulate socio-cultural and educational activity of citizens confronted with the emerging civilizational challenges of the 21st century.
PL
Niniejszy artykuł poświęcony jest zagadnieniu animacji kulturalnej w praktyce edukacyjnej. Autorki tekstu dzielą się swoimi doświadczeniami w zakresie animacji działań edukacyjnych na rzecz edukacji regionalnej i globalnej uczniów toruńskich szkół podstawowych zdobytymi podczas warsztatów realizowanych w ramach Toruńskiego Festiwalu Nauki i Sztuki. Aktywną i zaangażowaną postawę uczestników zajęć potęgowały technologie informacyjno-komunikacyjne stanowiące swoisty kanał transmisyjny składników kultury i elementów przyrody. Celem prezentowanego tekstu jest popularyzacja inicjatyw pobudzających aktywność społeczno-kulturalną i edukacyjną współczesnych obywateli w obliczu pojawiających się wyzwań cywilizacyjnych.
5
Publication available in full text mode
Content available

Pedagogika medialna na Uniwersytecie Mikołaja Kopernika w Toruniu jako przykład studiów stacjonarnych w formie online

51%
Majewska K., Kwiatkowska W., Skibińska M.
e-mentor
|
2017
|
issue 1 (68)
4-10
EN
This article presents a new online degree in “Media Pedagogy” started in the academic year 2016/2017 at the Nicolaus Copernicus University in Toruń. The advantage of the new degree is not only their form but also attractive content. The program allows students to acquire the skills needed for delivering trainings online as well as designing interactive educational materials. They will also be able to plan and conduct with competence educational activities that use modern techniques and tools. Theoretical analysis is supported by research on the needs and motivations of students undertaking these studies.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.