Yükseköğretimdeki kampüs içinde uygulamalı ağ kurma derslerini modernleştirmede bir ön gereklilik olarak öğrencilerin öğrenim davranışının ve başarısının değerlendirilmesi

Yıl 2014, Cilt: 4 Sayı: 2, 83 - 90, 01.08.2014

Jens Haag Christian Witte Stefan Karsch Harald Vranken Marko Van Eekelen

Öz

Yükseköğretimdeki bilgisayar bilimleri müfredatı, öğrencilerin teorik bilgilerini uygulayabildikleri, derinleştirebildikleri ve sağlamlaştırdıkları uygulamalı dersleri içermektedir. Üniversiteler, eğitim sistemine uygun öğrenim ortamı sunmak ve ayrıca öğrencilerin ihtiyaçlarını karşılamak zorundadır. Öğrencileri destekleyecek çeşitli teknik konseptlere sahip olmanın yanı sıra eğitim personeli, bu konseptlerin mevcut bir öğrenim ortamına uygun olup olmadığına ve bunların geliştirilmeye müsait olup olmadıklarına karar verebilmek amacıyla öğrencilerin öğrenim davranışlarını bilmek zorundadır. İkiyüzün üzerinde katılımcıya sahip uygulamalı bir üniversite dersi, öğrenim başarısı, öğrencilerin öğrenim davranışı ve tercih ettikleri ortam bakımından değerlendirilmiştir. Değerlendirme, dersin genel olarak başarılı olduğunu, çoğu öğrencinin dersi geçtiğini ve bireysel öğrenim başarılarını yüksek seviyeye çıkardığını göstermektedir. Ancak yüksek derecede esneklik göz önüne alındığında öğrencilerin büyük bir çoğunluğu, arzu ettikleri öğrenim ortamı olarak, ders danışmanlarıyla desteklenen üniversite laboratuvarında grup halinde çalışmayı seçmiştir. Karma öğrenim yöntemlerini kullanarak bir kampüs içi uygulamalı dersi modernleştirirken, bu sonuçlar dikkate alınmalıdır.

Anahtar Kelimeler

e-Öğrenim, öğrenim davranışı, uygulamalı ders, ağ kurma, kılavuzlu öğrenim, ders danışmanlığı, değerlendirme.

Evaluation of Students' Learning Behaviour and Success as a Prerequisite for Modernizing Practical on Campus Networking Courses in Higher Education

Öz

Computer science curricula in higher education include practical courses, where students can apply, deepen and anchor their theoretical knowledge. Universities have to provide a learning environment which fits into the educational system and also meets the needs of the students. While having various technical concepts to support the students, educational staff has to know the students' learning behaviour in order to decide, whether these concepts fit into and can improve upon an existing learning environment. A practical university course with more than 200 participants was evaluated with regard to learning success, students' learning behaviour and their preferred environments. The evaluation shows that the course was generally successful, most of the students passed and rate their individual learning success as high. Although given a high degree of flexibility, a majority of students chose working in a group at the university's laboratory supported by course advisors as their desired learning environment. These outcomes should be considered when modernizing a practical on-campus course by introducing methods of blended learning.

Anahtar Kelimeler

e-Learning, learning behaviour, practical course, networking, guided learning, course advisory, evaluation.

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