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Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World

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Edited By Gerd-Bodo von Carlsburg and Thomas Vogel

Dieser Band dokumentiert eine Reihe von Beiträgen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identität, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befähigung zu Identität ermöglichen.
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
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Student Support Needs in Individual Work Tasks:Student-Centred Approach

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← 510 | 511 → Student Support Needs in Individual Work Tasks: Student-Centred Approach

Rasa Tamulienė

Abstract

The aim of the research presented in this article was to reveal student support needs when performing individual tasks. 162 students from Lithuanian state colleges took part in the research which was carried out in the form of a written survey. The results revealed that when performing individual tasks students require five types of support: library services, consultations, methodical support, emotional support and learning to learn support.

Introduction

The implementation of the Bologna Process aims at European higher education institutions requires shifting from traditional teacher-centred studies to student-centred and learning outcomes based studies(Bucharest Communiqué, 2012; Budapest-Vienna Declaration, 2010). The implementation of student- centred studies is based on reforming curriculum in accordance with the European Credit Transfer and Accumulation System (hereinafter referred to as ECTS). One of the key features of this system is to focus on devoting more time to student self-study when designing and delivering study programmes at higher education institutions (ECTS Users’ Guide, 2009). Following the Bologna Process recommendations, since September 2011 the curriculum of study programmes delivered in Lithuanian higher education institutions has also been reorganised in accordance with the ECTS logic. As a result, a larger part of student’s workload now consists of individual work (Lietuvos Respublikos mokslo ir studijų įstatymas, 2009). Researchers (Prebble et al., 2004) note that even thoughmany advantages of self-directed learning have already been discovered, students face...

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