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The Information Technology Use and Skills by Undergraduate Students: Case Study

100%
UZIAK J., LORENCOWICZ E., KOSZEL M., KOCIRA S.
Edukacja-Technika-Informatyka
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2018
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vol. 9
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issue 4
163-168
EN
Information Technology (IT) is a major part of modern society and is already well embedded in everyday life. IT is believed to be a perfect tool to enhance learning, also at tertiary level. However, it is uncertain whether students use the IT for educational purposes and if that usage is at higher than basic level. The aim of the study was to investigate the use of IT by engineering students and especially their use of technology in the learning process. The study proves that the students are surrounded by common type of IT, such as smartphones and computers, and use them almost constantly. However, its use is not directed towards learning process and especially towards learning engineering applications. The knowledge and skills of programming and specialized engineering software declared by students is astonishingly low for students of engineering faculty. It appears that students’ IT ownership, access, and some, although limited, competencies have not translated into use for educational purposes.
2
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The Use of Information Technology in Course Delivery and Students’ Cheating: Case Study

100%
UZIAK J., LORENCOWICZ E., KOSZEL M., KOCIRA S.
Edukacja-Technika-Informatyka
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2018
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vol. 9
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issue 4
169-174
EN
Information Technology (IT) entered the world of education with authority and with general assumption that it would enhance students’ learning. It is used in the educational environment for many uses, with class delivery as one of the most important purposes. The aim of the study was to investigate the preferences in the delivery methods by students and compare with those favoured by the instructors. Additionally, the study assessed the use of IT in preparation (by instructors) and access (by students) of material related to learning. A separate issue addressed was classroom cheating by students and IT application for that purpose. The study indicated a clear preference by both students and instructors for blended learning of traditional face to face lecturing with additional on-line material. The study also confirmed the use of IT as a tool for class cheating. Although reluctantly, up to 73% of students confessed to cheating using one or other method.
3
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Framework for Transformation of the Mathematics Education into Education for Sustainable Development

88%
Vintere A.
Studia Periegetica
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2018
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vol. 23(3)
57-67
EN
A good quality education is an essential tool for achieving a more sustainable world. According to the UNESCO, mathematics is an instrument for sustainable development and particular attention should be paid to mathematics education. For that reason, the objective of this study was to create a framework for transforming mathematics studies at the university into education for sustainable development and describe a change project which includes three steps: assessment of existing practice, how university is meeting demands of sustainable development as well as description of the change project idea. The article describes factors influencing the development of maths education at Latvia University of Life Sciences and Technologies, compliance of maths education with the demands of sustainable challenges, as well as initiatives to transform maths education into education for sustainable development which is based on UNECE Strategy for ESD.
4
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The Characteristic Dilemmas of Engineering Education

88%
Vališová A., Andres P., Měřička J.
Rocznik Pedagogiczny
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2013
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vol. 36
5

Designed by Engineers: An analysis of interactionaries with engineering students

75%
Artman H., House D., Hultén M.
Designs for Learning
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2014
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vol. 7
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issue 2
28-56
EN
The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students perform a time-constrained, open-ended, complex interaction design task, an “interactionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering students carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral communication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We further identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interactionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.
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СТАНОВЛЕННЯ ПОЛІТЕХНІЧНОЇ МОДЕЛІ ВИЩОЇ ОСВІТИ В КРАЇНАХ ЗАХІДНОЇ ЄВРОПИ

75%
Год Б.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
82-91
EN
The article analyzes development of the Polytechnic model of higher education in the countries of Western Europe. As a result of research it is found out that a new type of technical college originates from the French “Ecole Polytechnic”, founded in 1794. The French Polytechnic school provided basic training in fundamental sciences, after which students could continue their education in a specialized engineering school. The classic features of a new model of education acquired in Germany. General engineering and special knowledge were merged into one education institution. In German polytechnic schools operated one or more common for all special departments preparatory class in which there were studied the subjects that formed the general basis for any higher technical education. After obtaining the necessary physical-mathematical training, the students acquired knowledge in the special field of technology. Most of the polytechnic schools had four main departments: mechanical, chemical, construction, and engineering. Through a combination of theoretical education with professional and practical work and in scientific laboratories, the polytechnic graduates could solve complex engineering problems. In the middle of the XIX century in Germany started work on speeding up the academic process in the polytechnics, they imposed the same educational conditions, which were at that time in the universities: the same examinations, advanced study of Mathematics and Natural Sciences, the extensive use of subjects of a humanitarian cycle. The model of technical school, the branch range of which was close to the university, became a model for new polytechnic institutes and had been adopted by Russia, the USA, Japan, China and other countries. The main feature and the main educational and scientific advantage of the polytechnic model of higher education was under such principles as: technical versatility, in-depth study of fundamental disciplines, high-quality training at all stages of student learning, focus on the needs of the regional economy and the state as a whole.
7
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Wybrane charakterystyki e-learningu w polskich publicznych uczelniach technicznych

63%
Maleńczyk I., Gładysz B.
Edukacja Ustawiczna Dorosłych
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2019
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issue 4
202-211
PL
E-learning nie jest na świecie, w tym w Polsce, zjawiskiem nowym. Ta forma nauczania jest wykorzystywana od lat w wielu polskich uczelniach, w tym uczelniach technicznych. E-learning akademicki praktykowany jest w polskich uczelniach na różne sposoby. Celem niniejszego artykułu jest prezentacja wyników badań, które dotyczyły diagnozy wykorzystania e-learningu akademickiego w Polsce ze szczególnym uwzględnieniem charakterystyk dla uczelni technicznych. Przedstawiono wyniki badań ankietowych, które zostały pogłębione wywiadami z poszukiwaną listą informacji. Zaprezentowane zostały podstawowe charakterystyki dla ogółu badanych polskich uczelni oraz ich porównanie dla grupy uczelni technicznych w Polsce. W wyniku analizy sformułowano agendę dalszych badań, a w szczególności zaproponowano hipotezy do testowania statystycznego. Uczelnie techniczne w Polsce wydają się być zdecydowanie bardziej zaawansowane w powszechnym wykorzystaniu e-learningu w różnych formach kształcenia w porównaniu do wyników uzyskanych dla ogółu polskich uczelni. Prezentowane wyniki mogą stanowić dla władz uczelni punkt odniesienia oraz źródło poszukiwania potencjalnych usprawnień, a nawet poszukiwania źródeł przewagi strategicznej na rynku szkolnictwa wyższego
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