E-learning Model for Bachelors, Specializing in Mathematics and IT

Abstract

Today’s world comes with the necessity of training highly qualified specialists in mathematics and information technologies. It requires creating a special model, based on applying a number of particular pedagogical approaches. A version of this model has been designed in this work. The model of five modules is based on applying complex integrative, differentiated, learner-centered, competent, and vocationally oriented approaches. A pool of e-learning resources allows to compile a professional thesaurus of bachelors, thus creating a unified system of e-learning. Our model lays emphasis on the individual peculiarities of learners: enhancing their cognitive processes, computer-assisted self-efficiency, and individual style of studying. All the above gears toward accumulating the necessary experience of project activities of bachelors, and team work. Monitoring the results is implicated in accordance with the established system of assessment of assignments of different level of complexity. The monitoring methods, used in the model, allows to evaluate the level of development of information competence of bachelors specializing in mathematics, and computer science. The pedagogical experiment was conducted in order to check the effectiveness of the developed model. The results demonstrate a significant increase in the number of students of experimental groups with a high level of formed information competence. It also confirmed the statistical data analysis using χ2 hypothesis test and Student's t-test, thus proving the effectiveness of the created model.

Keywords: Information competence, computer science, integrative approach, differentiated approach, e-learning

Introduction

In today’s world of fast-pacing information technology, one of the topical tasks set before higher

educational institutions is finding and using student teaching modes that would provide future

graduates the ability to work with present-day information systems at organizations, innovative

manufacturing industries and research centers, in relevance with employers’ demands and the

popularity demands of the labour market. This brings about the neccesity of training highly qualified

specialists in Mathematics and Computer Science.

E-learning Model for Teaching Bachelors

Evaluation of Effectiveness of the Model Design

In order to conduct checking of the effectiveness of implementation of the e-learning model into

educational process of intending bachelors specializing in «Mathematics and Computer Science», we

conducted a pedagogical experiment. Its participants were 140 students of the Institute of Mathematics

and Mechanics, named after N. Lobachevsky at Kazan Federal University.

During the experiment conducted for two years, lectures were delivered in two classes;

experimental, and control groups respectively.

At the beginning of the formative experiment, as well as at the end of each academic year (after

studying of each training course), both the control and experimental groups had: assessment of the

students’ knowledge in the studied subjects at the time of examinations in the form of tests, assessment

of laboratory tasks, submission of assignments, tests; with the aim of detecting the enhancement of

individual peculiarities students' cognitive processes, and surveys; with the aim of determining the

level of their self-efficiency.

While over 70% students of experimental groups on average had insufficient level of the

development of information competence prior to the experiment, the amount of such students

decreased almost to 16% after conducting the experiment. The same values in control groups changed

from 66% just to about 54%. Also, the number of students, having a high level of information

competence, grew in the experimental groups from 3.6% to 32%. In control groups the values changed

only from 6% to 11% . (Makletsov & Starshinova, 2015).

The tables 1 and 2 demonstrates the amount of students with different levels of information

competence development, prior to the experiment and after the experiment.

Conclusion

The designed model involves constructing the contents and structures of the educational processes

of bachelors specializing in mathematics and IT, using unified e-learning system, selecting theoretical

materials, developing a set of leveled practical vocationally oriented tasks in accordance with the set of pedagogical approaches and principles, as well as formation of the personal cognitive style. The

conducted statistical analysis employing the χ2 hypothesis test and Student's t-test shows that

applications of the developed model increases the level of formed components of information

competence in intending bachelors, thus proving it effective.

References

• Hsu, W. K. & Huang S. S. (2006). Determinants of computer self-efficacy — an examination of learning motivations and learning environments. Journal of Educational Computing Research. 2006. 35(3). 245-265.

• Makletsov, S. V. (2013). Training of undergraduates of mathematics and computer sciences and information technologies based on an integrated approach. Paper presented at the 2013 International Conference on Interactive Collaborative Learning, ICL 2013, 135-137. doi:

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  Crossref

• Makletsov, S. V., & Khabibullina, G. Z. (2015). Specific features of the information competence formation of bachelors, specializing in physics, mathematics and computer sciences. Kazan Pedagogical Journal (#3 (110)), 109-112. (In Russian).

• Makletsov, S. V. & Starshinova, T. A. (2015). E-learning as a new mean of implementing an integrated and differentiated approaches (showed on example of undergraduates, enrolled in Mathematics and Computer Sciences). Kazan: KNRTU. (In Russian).