![]() ![]() This article draws on the results of the three case studies regarding the conceptions of teachers and students on the application of pedagogical models in NBE. The data were analysed by using content analysis, narrative analysis and statistical analyses. Data were collected by using two web-based questionnaires for students, by interviewing teachers and students, and by recording the network-based discussions regarding thecourse assignments. The case studies combined qualitative and quantitative research approaches. The HelLaProject included three case studies in which students’ and teachers’ conceptions of applying pedagogical models in NBE were examined. Prolog unification data and continuation functions always have dynamic extent. ![]() If that continuation fails control may return to any previous choice point, undoing any intervening unifications, and trying a different solution choice. The focus of this studywas the 30-ECTS-credit study programme on the educational use of ICT, designed and implemented as part of the Finnish Virtual University Project of the Faculties of Education. Computation in Prolog works by attempting to satisfy a clause and, if successful, calling a continuation function. The aim of the HelLa Project was to evaluate university degree programmes in the educational use of ICTs in the Finnish Virtual University. It is also crucial to analyse how to learn to apply pedagogical models in NBE in an appropriate way. We argue that by analysing some salient characteristics of NBE it will be possible to develop and evaluate NBE. Inchanging ethos of education, one special challenge is facing teachers, designers and researchers: the development of pedagogical models, teaching methods and practices that are applicable in NBE. NBE and novel kinds of teaching, studying, andlearning environments have recently become an essential part of university-level education. ![]() This article discusses the use of pedagogical models as appropriate means of improvingthe quality of network-based education (NBE). ![]()
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