Mapa umiejętności w zakresie współpracyod nauczania programowanego do e-learningu

Nataliia Morze; Rusudan Makhachashvili; Eugenia Smyrnova-Trybulska

Published: 2016-02-01

Vol. 2 No. 1 (2016)

The Roadmap of Collaboration Skills from Programmed Teaching to E-learning

Nataliia Morze , Rusudan Makhachashvili , Eugenia Smyrnova-Trybulska

Abstract

The article presents the comparative analysis of the basic principles of pro-grammed teaching, and constructivism for their subsequent use in creating open learning didactics in view of the collaborative approach and collaboration-oriented activities. What is investigated is the fact that the same idea forms the basis of the two paradigms (constructivism and personal learning): the humanistic character of education, taking individual characteristics into account, the activity-based approach, and the collaborative activity of a student. The assumptions about increasing the efficiency of the educational process, based on the ideas of integrative unity of these concepts, are justified. Further development of the personally-oriented approach in terms of such interconnected approaches as e-learning, connectionism, and combined learning is discovered. Simultaneously, programmed teaching – also experiencing its renaissance – can be used effec-tively and purposefully in educational collaboration in connection with other paradigms.

Keywords:

Collaboration , programmed teaching , personally-oriented approach , constructivism , e-learning

Download files

PDF

Citation rules

Morze, N., Makhachashvili, R., & Smyrnova-Trybulska, E. (2016). The Roadmap of Collaboration Skills from Programmed Teaching to E-learning. International Journal of Research in E-Learning, 2(1), 41–56. Retrieved from https://journals.us.edu.pl/index.php/IJREL/article/view/8375

References

Abbott, S. (Ed.). The glossary of education reform. Accessed 12 October 2015. Retrieved from http:// edglossary.org/hidden-curriculum.

Abdel Bary, S. T. (2006). What is blended learning? And what are the dimensions of blending? Accessed 14 October 2015. Retrieved from http://ejournalafrica06.blogspot.com/2006/09/what- is-blended-learning-and-what-are.html.

Bim-Bad, B. (2003). Pedagogical Encyclopedic Dictionary. Moscow: Great Russian Encyclopedia.

Boston KM Forum Working Sessions. (2004). Accessed 14 October 2015. Retrieved from http:// www.kmforum.org/.

Bruner, J. S. (1974). In search of learning theory. Warsaw: PIW.

Chang, C.-K. (2010). Acceptability of an asynchronous learning forum on mobile devices. Behaviour and Information Technology, 29(1), 23–33.

Choshanov, M. (2000). The process of continuous construction and reorganization. Headmaster, 4, 56–62.

Collaboration. (2017). In Merriam-Webster’s Online Dictionary. Retrieved from https://www. merriam-webster.com/dictionary/collaboration. Accessed 17 February 2017.

Collaboration. (2017). In Oxford Living Dictionaries Online. Retrieved from https://en.oxford dictionaries.com/definition/collaboration. Accessed 17 February 2017.

Collaboration. (2017). In Webster’s Third New International Dictionary. Retrieved from http://nrs. harvard.edu/urn-3:hul.eresource:webst3ni. Accessed 17 February 2017.

Crowe, A. R. (2007). Learning to teach with mobile technology: A teacher educator’s journey. In M. van ’t Hooft & K. Swan (Eds.), Ubiquitous computing in education (pp. 127–144). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Dubs, R. (1995). Ein Beitrag zur Interaktion zwischen Lehrenden und Lernenden im Unter-richt. Schriftenreihe für Wirtschaftspädagogik. Zürich: SKV.

Eddy, M. D. (2004). Fallible or inerrant? A belated review of the “Constructivist Bible.” British Journal for the History of Science, 37, 93–98.

Fleming, E. (1973). Modernization of the educational system. Warsaw: WSiP.

Greener, S., & Wakefield, C. (2015). Developing confidence in the use of digital tools in teaching. Electronic Journal of E-Learning, 13(4), 260–267.

Grzesiak, J. (2010). Nauczanie żywe i jego psychopedagogiczne uwarunkowania. In J. Grzesiak, Podstawy teorii i metodyki kształcenia praktycznego nauczycieli. Konin: Państwowa Wyższa Szkoła Zawodowa. Accessed 24 November 2015. Retrieved from http://www.jangrzesiak.edu. pl/Download%20pdf/Z_dla%20studentow%20s_50.pdf.

Heba, A., Kapounova, J., & Smyrnova-Trybulska, E. (2014). Opis i działanie modułu “MATLEARN” elektronicznego komponentu systemu “Matematyka z Moodle.” In Y. Tryus (Ed.), Proceedings from 2nd Annual International Conference “Information Technology in Education, Science and Techniquis” (ITONT-2014). Volume 2 (pp. 6–10). Cherkasy: CSTU. Accessed 25 December 2015. Retrieved from http://itont-2014.cdtu.edu.ua/index.php/en/-2/35--2.

Linhart, J. (1973). Process and structure of human learning (pp. 14–24) Warsaw: PWN.

Mandl, H., Koop, B., & Dvorak, S. (2004). Aktuelle theoretische Ansätze und empirische Befunde im Bereich der Lehr-und Lern-Forschung. Schwerpunkt Erwachsenenbildung (pp. 26–29). Ludwig- Maximilians-Universität München, Institut für Pädagogische Psychologie.

Manganello, F. (2010). Book review: Constructivist instruction: Success or failure? (Editors: S. Tobias and T. M. Duffy). Educational Technology & Society, 13(3), 281–284.

Marinez-Moyano, I. J. (2006). Chapter 4. Exploring the dynamics of collaboration in interorgani- zational settings. In S. Schuman (Ed.), Creating a culture of collaboration (pp. 89–224). San Francisco: Jossey-bass.

Piaget, J. (1967). Logique et Connaissance scientifique, Encyclopédie de la Pléiade. Paris: Gallimard.

Polat, E. (2006). Pedagogical technology of distance learning: stud. allowance for the students of higher schools. Moscow: Publishing Center “Academy.”

Ryans, D. G., Glaser, R., & Schaefer, H. H. (1961). Programmed teaching. Journal of Teacher Education, 12(1), 107–113. doi: 10.1177/002248716101200124. Accessed 12 October 2016. Retrieved from http://dx.doi.org/10.1177/002248716101200124.

Siemens, G. (2014). Connectionism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Accessed 16 October 2016. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Simpson, J. A., & Weiner, E. S. C. (Eds.). (1989). Oxford English Dictionary. Second Edition. Oxford: Oxford University Press.

Skinner, B. (1986). Programmed instruction revisited. Phi Delta Kappan, 68(2), 103–110.

Spence, Muneera U. (2006, April 13). Graphic Design: Collaborative Processes = Understanding Self and Others. Class lecture for course. Art 325: Collaborative Processes. Fairbanks Hall, Oregon State University, Corvallis, Oregon.

Strelau, J., Jurkowski, A., & Putkiewicz, Z. (Eds.). (1975). Basic psychology for teachers. Warsaw: PWN.

Suto, I. (2013). 21st century skills: Ancient, ubiquitous, enigmatic? Research Matters: A Camb- ridge Assessment Publication. Accessed 16 June 2016. Retrieved from http://www.cambridge assessment.org.uk/Images/130437-21st-century-skills-ancient-ubiquitous-enigmatic-.pdf.

Talyzina, N. F. (1969). About programmed teaching theory. Didactic of the Higher School, 4, 6.

Tobias S., & Duffy T. M. (Eds.) (2009). Constructivist instruction: Success or failure? New York: Routledge.

Tollingerová, D., Knězů, V., & Kulič, V. (1966). Programové učení. Prague: SPN – pedagogické nakladatelství.

Townsend A. M., DeMarie, S. M., & Hendrickson A. R. (1998). Virtual teams: Technology and the workplace of the future. The Academy of Management Executive (1993–2005), 12(3), 17–29.

Van ’t Hooft, M., Swan, K., Lin, Y.-M., & Cook, D. (2007). What is ubiquitous computing? Ubiquitous Computing in Education, 3–17.

Weiser, M. (1991). The computer for the 21st century. Scientific American, 265(3), 94–104.

Wleklinski, N. Skinner’s teaching machine and programmed learning theory. Accessed 12 November 2014. Retrieved from http://people.lis.illinois.edu/~chip/projects/timeline/1954teaching_machine. html.

Yakimanskaya, I. (1996). Personally oriented education in the modern school. Moscow: October. Google Scholar

Nataliia Morze

Bio Statement (e.g., department and rank)

PhD, professor, Borys Grinchenko Kyiv University, Department of Computer Sci-ence, Ukraine

Rusudan Makhachashvili

Bio Statement (e.g., department and rank)

PhD, professor, Borys Grinchenko Kyiv University, Ukraine

Eugenia Smyrnova-Trybulska

Bio Statement (e.g., department and rank)

PhD, hab., associate professor, University of Silesia in Katowice, Faculty of Ethnology and Educational Science in Cieszyn, Poland

Vol. 2 No. 1 (2016)
Published: 2019-12-13

ISSN: 2451-2583

eISSN: 2543-6155

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Submit