Analysis of factors influencing students' access to mathematics education in the form of MOOC
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F20%3A63526630" target="_blank" >RIV/70883521:28150/20:63526630 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.mdpi.com/2227-7390/8/8/1229" target="_blank" >https://www.mdpi.com/2227-7390/8/8/1229</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3390/MATH8081229" target="_blank" >10.3390/MATH8081229</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Analysis of factors influencing students' access to mathematics education in the form of MOOC
Popis výsledku v původním jazyce
Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students' cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents' approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner's skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students' access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students' activities within the MOOC. © 2020 by the authors.
Název v anglickém jazyce
Analysis of factors influencing students' access to mathematics education in the form of MOOC
Popis výsledku anglicky
Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students' cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents' approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner's skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students' access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students' activities within the MOOC. © 2020 by the authors.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
N - Vyzkumna aktivita podporovana z neverejnych zdroju
Ostatní
Rok uplatnění
2020
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Mathematics
ISSN
2227-7390
e-ISSN
—
Svazek periodika
8
Číslo periodika v rámci svazku
8
Stát vydavatele periodika
CH - Švýcarská konfederace
Počet stran výsledku
12
Strana od-do
—
Kód UT WoS článku
000564732100001
EID výsledku v databázi Scopus
2-s2.0-85089524694