E-learning in mind maps of Czech and Kazakhstan university students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F15%3A50002510" target="_blank" >RIV/62690094:18450/15:50002510 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.sciencedirect.com/science/article/pii/S1877042815002669" target="_blank" >http://www.sciencedirect.com/science/article/pii/S1877042815002669</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2015.01.236" target="_blank" >10.1016/j.sbspro.2015.01.236</a>

Jazyk výsledku

angličtina

Název v původním jazyce

E-learning in mind maps of Czech and Kazakhstan university students

Popis výsledku v původním jazyce

Both the Czech Republic and Kazakhstan, reflecting social changes and latest technical and technological development, have implemented the ICT into education and claimed e-learning became standard within higher education. As the systems of education andprocess of ICT implementation are similar in both countries, we focused on the problem how the term of e-learning is understood by technical university students, monitoring the state and highlighting similarities and differences. The method of mind mapping was applied, being based on the Khan's concept of eight-dimensional concept of e-learning. The collected data were analyzed under two criteria: number of dimensions accepted from the Khan's concept and the entire dimensions included/non-included in individual students' concept. The results were presented in the form of commented diagrams. The results showed the content focus of study programmes strongly corresponded to individual students' concepts of e-learning and both similar featu

Název v anglickém jazyce

E-learning in mind maps of Czech and Kazakhstan university students

Popis výsledku anglicky

Both the Czech Republic and Kazakhstan, reflecting social changes and latest technical and technological development, have implemented the ICT into education and claimed e-learning became standard within higher education. As the systems of education andprocess of ICT implementation are similar in both countries, we focused on the problem how the term of e-learning is understood by technical university students, monitoring the state and highlighting similarities and differences. The method of mind mapping was applied, being based on the Khan's concept of eight-dimensional concept of e-learning. The collected data were analyzed under two criteria: number of dimensions accepted from the Khan's concept and the entire dimensions included/non-included in individual students' concept. The results were presented in the form of commented diagrams. The results showed the content focus of study programmes strongly corresponded to individual students' concepts of e-learning and both similar featu

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název statě ve sborníku

Procedia - social and behavioral sciences

ISBN

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ISSN

1877-0428

e-ISSN

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Počet stran výsledku

6

Strana od-do

1229-1234

Název nakladatele

Elsevier

Místo vydání

Amsterdam

Místo konání akce

Kyrenia, Cyprus

Datum konání akce

22. 10. 2014

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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