On forming key competences within the ICT-supported instruction in higher education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F14%3A50002519" target="_blank" >RIV/62690094:18450/14:50002519 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/62690094:18470/14:50002519

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

On forming key competences within the ICT-supported instruction in higher education

Popis výsledku v původním jazyce

The paper presents research results of the two-year pedagogical experiment comparing test scores in three subjects (Database Systems, Management, IT English) taught either in the ICT-supported way, or in the traditional face-to-face way at the Faculty ofInformatics and Management, University of Hradec Kralove, Czech Republic. The main research objective was to find out whether the ICT contribute to increasing learners´knowledge and consequently to forming key competences. Didactic tests as the main tool were used within the pedagogical experiment which followed the ?pre-test - instruction - post-test - post-test2? structure. The research sample included 687 respondents. Received results proved there were no statistically significant differences in learners´ knowledge in both approaches to teaching/learning. The results were discussed from two important points of view: (1) teachers´ and learners´ IT competences in teaching/learning and (2) the role of teaching/learning styles. A didact

Název v anglickém jazyce

On forming key competences within the ICT-supported instruction in higher education

Popis výsledku anglicky

The paper presents research results of the two-year pedagogical experiment comparing test scores in three subjects (Database Systems, Management, IT English) taught either in the ICT-supported way, or in the traditional face-to-face way at the Faculty ofInformatics and Management, University of Hradec Kralove, Czech Republic. The main research objective was to find out whether the ICT contribute to increasing learners´knowledge and consequently to forming key competences. Didactic tests as the main tool were used within the pedagogical experiment which followed the ?pre-test - instruction - post-test - post-test2? structure. The research sample included 687 respondents. Received results proved there were no statistically significant differences in learners´ knowledge in both approaches to teaching/learning. The results were discussed from two important points of view: (1) teachers´ and learners´ IT competences in teaching/learning and (2) the role of teaching/learning styles. A didact

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

The new educational review

ISSN

1732-6729

e-ISSN

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Svazek periodika

35

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

14

Strana od-do

134-147

Kód UT WoS článku

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EID výsledku v databázi Scopus

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