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1.
Teaching Methods for Economics and Business Sciences
2020

Abstract: The author of the first paper explores how students perceive various types of active learning techniques. The second paper identifies the teaching methods that are accepted by Generation Y students. The author of the third paper addresses the characteristics of contemporary students and their implications for teaching strategies. The fourth paper explores the effects of interdisciplinary problem-based learning on the development of students' knowledge, skills, and competences. Gamification as a teaching strategy is discussed in the fifth paper. The sixth paper addresses the challenge of merging disciplines of entrepreneurship and finance in one study program. The approaches to increasing students’ focus in learning finance-related subjects are discussed in the seventh paper. In the eighth paper authors expose the value of practical higher education as a response to the perceived phenomena of financial illiteracy and financial exclusion. The role of research results transfer into university teaching of transport economics discusses the author of the ninth paper. The authors of tenth paper explore the relevance of mastering Spanish for students of economics and business disciplines. The last paper discusses the authors' experiences with e-learning in higher education from the perspective of its extent and importance.
Keywords: higher education, economics, business sciences, teaching methods, teaching strategies, active learning techniques, Generation Y, problem-based learning, practical higher education, e-learning
Published: 02.06.2020; Views: 376; Downloads: 20
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Towards understanding collaborative learning in the social media environment
Mirjana Kljajić Borštnar, 2012, original scientific article

Abstract: ‘Social media’, ‘Web 2.0’, ‘collaborative learning’ and user co-creation are just some of the terms that describe changes in the role of information and communication technology (ICT) in business, private life and society. The changing face of ICT has finally brought about the fulfilment of the term ‘Information Society’ and made an important impact on many fields of research, including collaborative learning. The effective use of ICT in support of group collaboration has been researched and discussed. The effectiveness was attributed to systematically organized and facilitated processes. Nevertheless, the results are not always better when group support systems (GSS) are used in comparison to face-to-face work. In contrast to the well-organized GSS-supported learning process, the social media environment is non-structured, rule-free and even chaotic. In this paper, we research the possibilities of eliciting group knowledge in the group-learning process in a social media environment. A total of 24 students assigned into three groups participated in the three-week long study. Their task was to solve a given research topic by solely using an unfamiliar social media environment and to present their findings after three weeks. Students were observed in their natural learning environment (school, home, the Flowr virtual environment), and their attitudes on collaborative work using social media tools were measured with a questionnaire at the end of the study. The results suggest that non-structured social media environment stimulates self-management of the group. Some insights into trust, motivation and conflicts in the collaborative problem solving are discussed.
Keywords: social networks, collaborative problem solving, learning
Published: 10.07.2015; Views: 1231; Downloads: 283
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4.
Multimedia learning material in pedagogical methodology and problem solving strategies
Tomaž Bratina, 2012, independent scientific component part or a chapter in a monograph

Abstract: Problem solving is a reasoning process oriented to reach the final state which usually means the solution. To reach the final state certain mental steps are required. More precisely the process of problem solving can be described as the systematic sequence of cognitive steps toward the solution or conclusion. The sequence itself is the strategy. Regarding the kind of the problems or its nature diverse problem solving strategies can be applied. In the present literature the problem solving strategies are described as reasoning strategies. The application of multimedia learning materials and good practices are confirming their benefits. The students using multimedia learning materials achieved better results than students learning from the textbook and/or attended regular lectures. They are also more successful in the application of the reasoning strategies. In the teaching of pedagogical methodology the application of reasoning strategies is important in achieving higher level of understanding and successful implementation of statistical outcomes in the education. The article will present the results of research in assessing the influence of the multimedia learning materials to the application of reasoning strategies.
Keywords: e-learning materials, problem solving, reasoning strategies, pedagogical methodology, statistics
Published: 07.06.2012; Views: 1251; Downloads: 23
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