Name
Abstract | ||
|---|---|---|
People in their 30s-40s are already used to changes and they are open for retraining in order to be more market able. We are not introducing anything new by saying that in today sigh demanding jobs, the schools are not only providing the knowledge necessary to be able to carry out a particular jib, but schools are also responsible for developing skills which will help the students to face and solve issues on a daily basis as well as prepare students for independent learning. Could we call Moodle courses an independent learning facilitators? The answer is not clear, the courses are designed on a teaching and learning basis, the curriculum is chosen and planned within a given structure, however the teacher is not physically present for the learning process. Students do not receive immediate feedback, and in many occasionu0027s students have to do their own research in order to find the answers they are looking for. Our examination was the learning process happening in the on-line collaborative learning environment. We have analyzed the last four semesters course activity. Our goal is to examine the Moodle LMS in the context of the communication in K-MOOC online courses to detect and characterize the student community activity, participation, explore the operation mechanism of this knowledge community. |
Year | Venue | Field |
|---|---|---|
2016 | SISY | Active learning,Collaborative learning,Control theory,Knowledge community,Computer science,Knowledge management,Independent learning,Curriculum,Mathematics education,Teaching method,Retraining |
DocType | Citations | PageRank |
Conference | 1 | 0.48 |
References | Authors | |
0 | 5 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Franciska Hegyesi | 1 | 3 | 2.48 |
| Krisztina Nemethy | 2 | 1 | 2.17 |
| Aniko Szakal | 3 | 8 | 4.04 |
| József Gáti | 4 | 5 | 6.39 |
| Gyula Kártyás | 5 | 5 | 5.38 |