Using electronic resourses when delivering the module of mineralogy and petrography in English as a way to motivate students (as illustrated by blogging); Education and New Learning Technologies, EDULEARN 16
| Parent link: | Education and New Learning Technologies, EDULEARN 16.— 2016.— [P. 6002-6008] |
|---|---|
| Coauteurs: | , |
| Andere auteurs: | , , , |
| Samenvatting: | Title screen The paper addresses the issue of using electronic resources when delivering engineering disciplines in English for Russian and international students. With a view to modernize teaching methods and improve the University efficiency as a whole, we propose introducing educational blogs into traditional learning environment as an element of blended learning. In this paper, we outline the advantages of organizing the teaching process by means of blended learning and using the flipped classroom pedagogical model, in particular, to stimulate motivation in students exploring the discipline of Mineralogy and Petrography in English. When delivering this discipline, we combine traditional methods of teaching and electronic media, especially blogs. This helps us solve some of the most pressing problems facing both teachers and students. The aim of blogging for educational purposes is to attract students to the system of independent work outside the classroom. In other words, educational blogs are regarded as an independent educational environment that will absorb a willing student with some time to spare. We cover various classifications of blogs and analyze their didactic qualities that enable them to work as an element of the learning process. Finally, we present our own algorithm of applying blogs for organizing a controlled independent work of students. This algorithm consists of three stages and 20 steps and is proposed for both independent and classroom work of students to increase their motivation to study engineering disciplines in English for Russian and international students. The algorithm has been tested in the 2015/2016 academic year on third-year undergraduate students as part of the discipline of Mineralogy and Petrography. Statistics show the effectiveness of our algorithm of applying blogs. Режим доступа: по договору с организацией-держателем ресурса |
| Taal: | Engels |
| Gepubliceerd in: |
2016
|
| Onderwerpen: | |
| Online toegang: | http://dx.doi.org/10.21125/edulearn.2016.0280 |
| Formaat: | MixedMaterials Elektronisch Hoofdstuk |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=650624 |
MARC
| LEADER | 00000naa0a2200000 4500 | ||
|---|---|---|---|
| 001 | 650624 | ||
| 005 | 20250903155027.0 | ||
| 035 | |a (RuTPU)RU\TPU\network\15842 | ||
| 090 | |a 650624 | ||
| 100 | |a 20161012d2016 k y0engy50 ba | ||
| 101 | 0 | |a eng | |
| 102 | |a ES | ||
| 135 | |a drcn ---uucaa | ||
| 181 | 0 | |a i | |
| 182 | 0 | |a b | |
| 200 | 1 | |a Using electronic resourses when delivering the module of mineralogy and petrography in English as a way to motivate students (as illustrated by blogging) |f O. S. Lutoshkina [et al.] | |
| 203 | |a Text |c electronic | ||
| 300 | |a Title screen | ||
| 330 | |a The paper addresses the issue of using electronic resources when delivering engineering disciplines in English for Russian and international students. With a view to modernize teaching methods and improve the University efficiency as a whole, we propose introducing educational blogs into traditional learning environment as an element of blended learning. In this paper, we outline the advantages of organizing the teaching process by means of blended learning and using the flipped classroom pedagogical model, in particular, to stimulate motivation in students exploring the discipline of Mineralogy and Petrography in English. When delivering this discipline, we combine traditional methods of teaching and electronic media, especially blogs. This helps us solve some of the most pressing problems facing both teachers and students. The aim of blogging for educational purposes is to attract students to the system of independent work outside the classroom. In other words, educational blogs are regarded as an independent educational environment that will absorb a willing student with some time to spare. We cover various classifications of blogs and analyze their didactic qualities that enable them to work as an element of the learning process. Finally, we present our own algorithm of applying blogs for organizing a controlled independent work of students. This algorithm consists of three stages and 20 steps and is proposed for both independent and classroom work of students to increase their motivation to study engineering disciplines in English for Russian and international students. The algorithm has been tested in the 2015/2016 academic year on third-year undergraduate students as part of the discipline of Mineralogy and Petrography. Statistics show the effectiveness of our algorithm of applying blogs. | ||
| 333 | |a Режим доступа: по договору с организацией-держателем ресурса | ||
| 463 | |t Education and New Learning Technologies, EDULEARN 16 |o 8th International Conference, Barcelona, Spain, 4-6 July, 2016 |v [P. 6002-6008] |o proceedings |d 2016 | ||
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a смешанное обучение | |
| 610 | 1 | |a мотивация | |
| 610 | 1 | |a алгоритмы | |
| 701 | 1 | |a Lutoshkina |b O. S. |c linguist |c lecturer of Tomsk Polytechnic University |f 1981- |g Olga Sergeevna |3 (RuTPU)RU\TPU\pers\36325 | |
| 701 | 1 | |a Zabrodina |b I. K. |c Linguist |c Associate Professor of Tomsk Polytechnic University, Candidate of pedagogical sciences |f 1983- |g Irina Konstantinovna |3 (RuTPU)RU\TPU\pers\35555 | |
| 701 | 1 | |a Cherkasova |b T. Yu. |c geologist |c Associate Professor of Tomsk Polytechnic University, Candidate of geological and mineralogical sciences |f 1984- |g Tamara Yurievna |3 (RuTPU)RU\TPU\pers\33267 |9 17012 | |
| 701 | 1 | |a Slesarenko |b I. V. |c Linguist |c Head of Department at Tomsk Polytechnic University, Candidate of pedagogical sciences |f 1975- |g Inga Valerievna |3 (RuTPU)RU\TPU\pers\35554 |9 18735 | |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет (ТПУ) |b Институт развития стратегического партнерства и компетенций (ИСПК) |b Кафедра методики преподавания иностранных языков (МПИЯ) |3 (RuTPU)RU\TPU\col\18976 |
| 712 | 0 | 2 | |a Национальный исследовательский Томский политехнический университет (ТПУ) |b Институт природных ресурсов (ИПР) |b Кафедра геологии и разведки полезных ископаемых (ГРПИ) |3 (RuTPU)RU\TPU\col\18660 |
| 801 | 1 | |a RU |b 63413507 |c 20130131 | |
| 801 | 2 | |a RU |b 63413507 |c 20161207 |g RCR | |
| 856 | 4 | 0 | |u http://dx.doi.org/10.21125/edulearn.2016.0280 |
| 942 | |c CF | ||