Pub Date : 2020-03-31DOI: 10.7160/eriesj.2020.130101
Kateřina Berková, Dagmar Frendlovská, Jan Pospíšil Závodný, H. Vojáčková, Dana Kolářová
The article presents the results of research into entrepreneurship education in economic and non-economic study programmes of the College of Polytechnics Jihlava (n = 104). The College represents a regional public college of professional orientation in the Vysocina Region, where the business potential is relatively high. Significant differences in attitudes concerning entrepreneurship among students of economic and non-economic programmes have not been proven. As well the correlation between attitudes (interest in conducting business, having preconceptions to start a business and subjective evaluation of one's own ideas) and the students' knowledge of entrepreneurship was not significantly demonstrated. Despite these insignificant differences, there have been links in students’ attitudes. Students of both programmes have a great interest in doing business even at the cost of having preconception to start a business. Above all, the high risk and uncertainty of business earnings are perceived very negatively. They also admit that they do not have enough knowledge and are thus afraid of starting a business, even though they have their own business ideas. Therefore, it is desirable to focus on new platforms for the development of entrepreneurship education and thus support the potential of students.
{"title":"Education towards Entrepreneurial Careers in a Czech College: An Empirical Study","authors":"Kateřina Berková, Dagmar Frendlovská, Jan Pospíšil Závodný, H. Vojáčková, Dana Kolářová","doi":"10.7160/eriesj.2020.130101","DOIUrl":"https://doi.org/10.7160/eriesj.2020.130101","url":null,"abstract":"The article presents the results of research into entrepreneurship education in economic and non-economic study programmes of the College of Polytechnics Jihlava (n = 104). The College represents a regional public college of professional orientation in the Vysocina Region, where the business potential is relatively high. Significant differences in attitudes concerning entrepreneurship among students of economic and non-economic programmes have not been proven. As well the correlation between attitudes (interest in conducting business, having preconceptions to start a business and subjective evaluation of one's own ideas) and the students' knowledge of entrepreneurship was not significantly demonstrated. Despite these insignificant differences, there have been links in students’ attitudes. Students of both programmes have a great interest in doing business even at the cost of having preconception to start a business. Above all, the high risk and uncertainty of business earnings are perceived very negatively. They also admit that they do not have enough knowledge and are thus afraid of starting a business, even though they have their own business ideas. Therefore, it is desirable to focus on new platforms for the development of entrepreneurship education and thus support the potential of students.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83004311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-04DOI: 10.7160/eriesj.2019.120302
M. Cocca, A. Cocca
English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students’ achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native speakers and their perception of the quality of the English course. Secondly, instrumental orientation, motivational intensity, attitude towards learning English, and students’ perception of the quality of the English course were found to be the predictors of achievement. Thus, creating a culturally enriching in-class environment based on student-centered strategies could impact on pupils’ proficiency more than teachers’ teaching abilities and in-class attitude.
{"title":"Affective Variables and Motivation as Predictors of Proficiency in English as a Foreign Language","authors":"M. Cocca, A. Cocca","doi":"10.7160/eriesj.2019.120302","DOIUrl":"https://doi.org/10.7160/eriesj.2019.120302","url":null,"abstract":"English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students’ achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native speakers and their perception of the quality of the English course. Secondly, instrumental orientation, motivational intensity, attitude towards learning English, and students’ perception of the quality of the English course were found to be the predictors of achievement. Thus, creating a culturally enriching in-class environment based on student-centered strategies could impact on pupils’ proficiency more than teachers’ teaching abilities and in-class attitude.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72859479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-04DOI: 10.7160/eriesj.2019.120301
V. Švec, R. Selby
At the Faculty of Economics and Management at the Czech University of Life Sciences Prague (CULS Prague) a wide range of marketing courses are taught, covering many aspects of marketing theory. The curriculum of the majority of marketing courses consists of case studies and project work in teams. The students in their MSc. studies have five marketing subjects in total, and work with different teachers, though the same teaching approach and design (project teaching) is used. In this article, we present the results of a new design for the Marketing Communications course. In this case, students are engaged in designing a real package for a fictitious product, and to enter a virtual market using a wide range of promotional tools. The students then debrief the entire experience as consumers in that virtual market. The course uses a mix of traditional and contemporary teaching techniques in the field of marketing communications. It can be used in traditional or blended learning or adapted for online courses. The innovative course design has been shown to be a key factor to stimulate the students to learn, rather than simply study and repeat their lectures. The learning efficiency compares favourably with the original course design.
{"title":"Encourage them to learn: Case Study of Fictitious Product and Virtual Market in Marketing Communications Degree Course","authors":"V. Švec, R. Selby","doi":"10.7160/eriesj.2019.120301","DOIUrl":"https://doi.org/10.7160/eriesj.2019.120301","url":null,"abstract":"At the Faculty of Economics and Management at the Czech University of Life Sciences Prague (CULS Prague) a wide range of marketing courses are taught, covering many aspects of marketing theory. The curriculum of the majority of marketing courses consists of case studies and project work in teams. The students in their MSc. studies have five marketing subjects in total, and work with different teachers, though the same teaching approach and design (project teaching) is used. In this article, we present the results of a new design for the Marketing Communications course. In this case, students are engaged in designing a real package for a fictitious product, and to enter a virtual market using a wide range of promotional tools. The students then debrief the entire experience as consumers in that virtual market. The course uses a mix of traditional and contemporary teaching techniques in the field of marketing communications. It can be used in traditional or blended learning or adapted for online courses. The innovative course design has been shown to be a key factor to stimulate the students to learn, rather than simply study and repeat their lectures. The learning efficiency compares favourably with the original course design.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"75 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73998616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-04DOI: 10.7160/eriesj.2019.120303
O. G. Oyenuga, S. O. Adebiyi, D. Mustapha, B. O. Abimbola
As a core process to knowledge management that aids innovation and regeneration of knowledge, knowledge sharing cannot be overemphasized owing to its importance in gaining competitive edge and sustaining competitive advantage. Therefore, this study examines factors influencing knowledge sharing using multi-criteria model. The research design is quantitative and analytical in nature through a survey of experts (Lecturers) with the usage of pairwise comparison questionnaire. Sample was drawn through multi-stage sampling procedure and 102 copies of questionnaires were retrieved and found fit for analysis. Data collected were modelled into clusters in line with ANP technique. The results show that institutional norms were better group of motivator for knowledge sharing while; individual barriers are more disastrous to knowledge sharing. Moreover, reflections of university mission, academic-industrial research and development excellence and quality teaching service delivery are both equally and moderately influenced by determinants of knowledge sharing. Therefore, based on the findings, academic staff are advised to be unbiased to knowledge sharing acts, while, policymakers are encouraged to demand the need for academic staff progress in career, intellectual benefits and financial rewards, and campaign against cultural differences and high job politics, in order to improve the flow of knowledge among academics for global competitiveness.
{"title":"Assessment of Knowledge Sharing Determinants in The Nigeria Universities Using Analytic Network Process","authors":"O. G. Oyenuga, S. O. Adebiyi, D. Mustapha, B. O. Abimbola","doi":"10.7160/eriesj.2019.120303","DOIUrl":"https://doi.org/10.7160/eriesj.2019.120303","url":null,"abstract":"As a core process to knowledge management that aids innovation and regeneration of knowledge, knowledge sharing cannot be overemphasized owing to its importance in gaining competitive edge and sustaining competitive advantage. Therefore, this study examines factors influencing knowledge sharing using multi-criteria model. The research design is quantitative and analytical in nature through a survey of experts (Lecturers) with the usage of pairwise comparison questionnaire. Sample was drawn through multi-stage sampling procedure and 102 copies of questionnaires were retrieved and found fit for analysis. Data collected were modelled into clusters in line with ANP technique. The results show that institutional norms were better group of motivator for knowledge sharing while; individual barriers are more disastrous to knowledge sharing. Moreover, reflections of university mission, academic-industrial research and development excellence and quality teaching service delivery are both equally and moderately influenced by determinants of knowledge sharing. Therefore, based on the findings, academic staff are advised to be unbiased to knowledge sharing acts, while, policymakers are encouraged to demand the need for academic staff progress in career, intellectual benefits and financial rewards, and campaign against cultural differences and high job politics, in order to improve the flow of knowledge among academics for global competitiveness.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75381485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.7160/ERIESJ.2019.120201
Adéla Fajčíková, M. Fejfarová
The concept of quality in tertiary education is important not only for education providers but also for society as a whole which expects the education to have a high level of quality and wants to maintain its trust in the education system on the national and international level. The objective of this paper is therefore to identify variables that, from the perspective of university students, affect the quality of taught courses, and use the results to formulate recommendations that would improve the quality of teaching at universities. Primary data was obtained through a quantitative survey among students in the Master’s programme at a selected public university involving 450 respondents. The results showed that the overall rating of a course is more strongly influenced by variables related to the course’s outcome, content and concept than the rating of the teacher. The main value lies in the general overview of the variables influencing the perception of the quality of taught courses by students that is beneficial for teachers who are preparing a course and also for higher education institutions developing a methodology for evaluating the quality of teaching and teachers.
{"title":"Evaluation of the Quality of Teaching from the Perspective of University Students","authors":"Adéla Fajčíková, M. Fejfarová","doi":"10.7160/ERIESJ.2019.120201","DOIUrl":"https://doi.org/10.7160/ERIESJ.2019.120201","url":null,"abstract":"The concept of quality in tertiary education is important not only for education providers but also for society as a whole which expects the education to have a high level of quality and wants to maintain its trust in the education system on the national and international level. The objective of this paper is therefore to identify variables that, from the perspective of university students, affect the quality of taught courses, and use the results to formulate recommendations that would improve the quality of teaching at universities. Primary data was obtained through a quantitative survey among students in the Master’s programme at a selected public university involving 450 respondents. The results showed that the overall rating of a course is more strongly influenced by variables related to the course’s outcome, content and concept than the rating of the teacher. The main value lies in the general overview of the variables influencing the perception of the quality of taught courses by students that is beneficial for teachers who are preparing a course and also for higher education institutions developing a methodology for evaluating the quality of teaching and teachers.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"8 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79203754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.7160/ERIESJ.2019.120203
Petr Eisenmann, J. Přibyl, J. Novotná
The paper describes one problem solving strategy – the Use of false assumption. The objective of the paper is to show, in accordance with Phylogenesis and Ontogenesis Theory, that it is worthwhile to reiterate the process of development of the concept of a variable and thus provide to pupils one of the ways helping them to eliminate usual difficulties when solving word problems using linear equations, namely construction of the equations. The paper presents the outcomes of a study conducted on three lower secondary schools in the Czech Republic with 147 14–15-year-old pupils. Pupils from the experimental group were, unlike pupils from the control group, taught the strategy the Use of false assumption before being taught the topic Solving word problems. The tool for the study was a test of four problems that was sat by all the involved pupils three weeks after finishing the topic “Solving word problems” and whose results were evaluated statistically. The experiment confirmed the research hypothesis that the introduction of the strategy the Use of false assumption into 8th grade mathematics lessons (14–15-year-old pupils) helps pupils construct equations more successfully when solving word problems.
{"title":"The Strategy the Use of False Assumption and Word Problem Solving","authors":"Petr Eisenmann, J. Přibyl, J. Novotná","doi":"10.7160/ERIESJ.2019.120203","DOIUrl":"https://doi.org/10.7160/ERIESJ.2019.120203","url":null,"abstract":"The paper describes one problem solving strategy – the Use of false assumption. The objective of the paper is to show, in accordance with Phylogenesis and Ontogenesis Theory, that it is worthwhile to reiterate the process of development of the concept of a variable and thus provide to pupils one of the ways helping them to eliminate usual difficulties when solving word problems using linear equations, namely construction of the equations. The paper presents the outcomes of a study conducted on three lower secondary schools in the Czech Republic with 147 14–15-year-old pupils. Pupils from the experimental group were, unlike pupils from the control group, taught the strategy the Use of false assumption before being taught the topic Solving word problems. The tool for the study was a test of four problems that was sat by all the involved pupils three weeks after finishing the topic “Solving word problems” and whose results were evaluated statistically. The experiment confirmed the research hypothesis that the introduction of the strategy the Use of false assumption into 8th grade mathematics lessons (14–15-year-old pupils) helps pupils construct equations more successfully when solving word problems.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84745303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.7160/ERIESJ.2019.120202
Özgehan Uştuk, İrem Çomoğlu
Even though various professional development practices are provided for language teachers worldwide, these practices are still considered ineffective in addressing teachers’ needs in their classrooms. The effectiveness of these practices is stalled when teachers do not actively engage in their professional development processes. When language teachers are not involved as active decision makers regarding their own professional development practices, the outcomes may not be as desirable as policymakers plan. Considering the deficiencies of the current language teacher professional development practices in Turkey, this paper provides a systematic review of lesson study as a professional development model for language teachers which promotes agency and reflective practice. Comparing the current practice of lesson study in Turkey to the international practices reported in the literature, this review suggests that lesson study has potential to support teacher professional development in the country in alignment with the educational visions of decision makers. Given the empowering dimension of lesson study model both in terms of content and form, it can be adopted as a model for effective and sustainable language teacher professional development.
{"title":"Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices","authors":"Özgehan Uştuk, İrem Çomoğlu","doi":"10.7160/ERIESJ.2019.120202","DOIUrl":"https://doi.org/10.7160/ERIESJ.2019.120202","url":null,"abstract":"Even though various professional development practices are provided for language teachers worldwide, these practices are still considered ineffective in addressing teachers’ needs in their classrooms. The effectiveness of these practices is stalled when teachers do not actively engage in their professional development processes. When language teachers are not involved as active decision makers regarding their own professional development practices, the outcomes may not be as desirable as policymakers plan. Considering the deficiencies of the current language teacher professional development practices in Turkey, this paper provides a systematic review of lesson study as a professional development model for language teachers which promotes agency and reflective practice. Comparing the current practice of lesson study in Turkey to the international practices reported in the literature, this review suggests that lesson study has potential to support teacher professional development in the country in alignment with the educational visions of decision makers. Given the empowering dimension of lesson study model both in terms of content and form, it can be adopted as a model for effective and sustainable language teacher professional development.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"118 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87942723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-31DOI: 10.7160/ERIESJ.2019.120102
I. Čechová, J. Neubauer, M. Sedlačík
Higher education institutions are continually striving to make education relevant to the working environment students will encounter upon graduation. One of the tools for enhancing an institution’s quality and sufficiently informing students about their outcomes and learning opportunities is a quality assessment. Quality assessment is a long process which establishes measurable student learning outcomes, then analyses and interprets them. This enables students to receive feedback on their learning and helps them to improve their performance. The authors’ objective was to gather empirical data on students´ learning in order to improve the process of learning and to refine study programmes. A longitudinal study was used to observe students’ performance and outcomes from entrance exams to state exams. Statistical analysis revealed that there is a correlation between the results of the admission tests and the study results, especially the connection between the results of the entrance test and the chance of successful completion of studies. No statistically significant correlation was found between the overall results of military students’ studies. An interesting issue is a comparison between military and civilian students, as well as civilian students´ results. As a continuous process, assessment of students’ performance was observed up until the Final State Examination.
{"title":"Tracking the University Student Success: Statistical Quality Assessment","authors":"I. Čechová, J. Neubauer, M. Sedlačík","doi":"10.7160/ERIESJ.2019.120102","DOIUrl":"https://doi.org/10.7160/ERIESJ.2019.120102","url":null,"abstract":"Higher education institutions are continually striving to make education relevant to the working environment students will encounter upon graduation. One of the tools for enhancing an institution’s quality and sufficiently informing students about their outcomes and learning opportunities is a quality assessment. Quality assessment is a long process which establishes measurable student learning outcomes, then analyses and interprets them. This enables students to receive feedback on their learning and helps them to improve their performance. The authors’ objective was to gather empirical data on students´ learning in order to improve the process of learning and to refine study programmes. A longitudinal study was used to observe students’ performance and outcomes from entrance exams to state exams. Statistical analysis revealed that there is a correlation between the results of the admission tests and the study results, especially the connection between the results of the entrance test and the chance of successful completion of studies. No statistically significant correlation was found between the overall results of military students’ studies. An interesting issue is a comparison between military and civilian students, as well as civilian students´ results. As a continuous process, assessment of students’ performance was observed up until the Final State Examination.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"12 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81030505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-31DOI: 10.7160/ERIESJ.2019.120101
Irena Stejskalová, L. Komárková, M. Bednářová, P. Strach
The research paper is concerned with a new teaching method consisting of real-life case study that is used in accountancy and its introduction at two universities. The research was carried out at universities that specialise in preparing students to become managers. The main focus of the study is to look at the different ways students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form which is a more prevalent form of the teaching of accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, we were interested to see the students’ reaction. The research was carried out during two consecutive academic years and main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly pointed out that men accept the new way of teaching better than women. Students with previous experience perceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be clarified appropriately.
{"title":"Student Adoption of a Non-Traditional Teaching Method in Accounting: How Previous Experience Impedes Willingness to Change","authors":"Irena Stejskalová, L. Komárková, M. Bednářová, P. Strach","doi":"10.7160/ERIESJ.2019.120101","DOIUrl":"https://doi.org/10.7160/ERIESJ.2019.120101","url":null,"abstract":"The research paper is concerned with a new teaching method consisting of real-life case study that is used in accountancy and its introduction at two universities. The research was carried out at universities that specialise in preparing students to become managers. The main focus of the study is to look at the different ways students might accept the new teaching method. We consider the utilisation of an active form of teaching, as opposed to a passive form which is a more prevalent form of the teaching of accountancy in the Czech Republic. Since the use of active forms of teaching brings a range of advantages, case studies are rarely used, we were interested to see the students’ reaction. The research was carried out during two consecutive academic years and main factors that were examined to assess the introduction of real-life case studies were country, gender and previous experience with accountancy education at secondary school. The results clearly pointed out that men accept the new way of teaching better than women. Students with previous experience perceived case studies negatively. The results of the study indicate that when introducing changes to teaching, the need to introduce the changes must be clarified appropriately.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"88 4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87702581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-31DOI: 10.7160/ERIESJ.2019.120103
L. Pilař, P. Moulis, J. Pitrová, Petr Bouda, George G. Gresham, T. Balcarová, Stanislav Rojík
The aim of this paper is to examine the communication content of Instagram social network users, on the basis of the hashtags they use relating to gamification and to define communities within the network in the context of education. The results are based on the analysis of Instagram's worldwide social network. Primary data were collected using a script to capture communication on the social network Instagram. The analysis included Instagram photos selected on the basis of hashtag #gamification (17,994 contributions). The results identify that the most commonly associated expressions with hashtags #gamification are hashtags associated with education and business, especially where startup and innovation are concerned. On the basis of an analysis visually isolated communities with average modularity of 0.506 were identified, which relate to the communication of the gamification on the social network Instagram: 1) Education, 2) Entrepreneurship, 3) Gamification in general, 4) Social and 5) Enjoyment. The benefit of analysis for the education area is to identify the university‘s links between Education and Entrepreneurship and the Teacher and Trust between education and enjoyment.
{"title":"Education and Business as a key topics at the Instagram posts in the area of Gamification","authors":"L. Pilař, P. Moulis, J. Pitrová, Petr Bouda, George G. Gresham, T. Balcarová, Stanislav Rojík","doi":"10.7160/ERIESJ.2019.120103","DOIUrl":"https://doi.org/10.7160/ERIESJ.2019.120103","url":null,"abstract":"The aim of this paper is to examine the communication content of Instagram social network users, on the basis of the hashtags they use relating to gamification and to define communities within the network in the context of education. The results are based on the analysis of Instagram's worldwide social network. Primary data were collected using a script to capture communication on the social network Instagram. The analysis included Instagram photos selected on the basis of hashtag #gamification (17,994 contributions). The results identify that the most commonly associated expressions with hashtags #gamification are hashtags associated with education and business, especially where startup and innovation are concerned. On the basis of an analysis visually isolated communities with average modularity of 0.506 were identified, which relate to the communication of the gamification on the social network Instagram: 1) Education, 2) Entrepreneurship, 3) Gamification in general, 4) Social and 5) Enjoyment. The benefit of analysis for the education area is to identify the university‘s links between Education and Entrepreneurship and the Teacher and Trust between education and enjoyment.","PeriodicalId":42715,"journal":{"name":"Journal on Efficiency and Responsibility in Education and Science","volume":"42 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85140010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：