E-LEARNING EDUCATION OF EDUCATIONAL TECHNOLOGIES IN FULL-TIME AND COMBINED STUDIES - Volume 3 - Abstract

Oct 15, 2026

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Research article comparing educational technologies in full-time and combined studies, centered on e-learning education. Conducted at the Pedagogical Faculty, Ostrava University (Czech Republic), it tests hypotheses about increasing students’ learning efficiency and modeling student transition through an e-learning course. A pedagogical experiment ran in the winter term of 2008/2009 after several years of analysis. Key contribution is a methodology generating Petri Nets to represent and model tutorial processes using real transition data.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Introduction

Students’ study activities

Data from Moodle module

A model of students’ transition through a course

Full-time studies

Volume 3, Number 3, 2010 E-LEARNING EDUCATION OF EDUCATIONAL TECHNOLOGIES IN FULL-TIME AND COMBINED STUDIES Ingrid Nagyová Abstract: The article focuses on research in the area of Educational Technologies, mainly on the comparison of ways, methods and processes of education in full-time and combined studies. The work was undertaken in the Pedagogical Faculty, Ostrava University, Ostrava, Czech Republic. The fundamental presumptions and hypotheses that the work intended to verify concerned the presupposed increase of efficiency of students’ learning, as well as opportunities to model the transition of students in a relevant way through an e-learning course. The main research method used was a pedagogical experiment that, following several years’ analysis, took place in the winter term of the 2008/2009 school year. The important contribution is the methodology of generating Petri Nets that represent students’transition through an e-learning course. The models of real transition for students, through a course created by Petri Nets, confirmed the possibility to model tutorial processes in this way. Key words: Petri Nets, e-learning, educational technologies, students’ transition 1. Introduction The subject of Educational Technologies is taught to students of Pedagogical faculty of University of Ostrava (Kapounova, 2004) . It is aimed at providing knowledge and practical skills in the Information and Communication Technology (ICT) area, as well as their integration into a learning process —partly as a technical medium and partly as an example of modern methods and processes used in a learning process. The subject’s tuition is supported by an e-learning course created in the Moodle learning environment in both full-time and combined studies (Turcani, 2008) . Every year about 400 students complete the tuition. Students solve about 15 practical tasks divided thematically into five blocks as part of the course. For each task, students find detailed instructions describing the way to resolve the particular task, including sample solutions. They create their own solution that they submit to be checked through thee-learning course. Electronic support of the tuition of Educational Technologies allows the recording of information about students’ activities while studying. In order to gain insight into the ways, methods and processes of students’ learning in individual forms (full-time and combined), we used the data acquired from the Moodle learning platform module. We have processed this data using the methods of frequency and sequence analysis. On the basis of the acquired information we try to create a model of students’transition through an e-learning course by Petri Nets (Nagyova, 2008) . The idea of linking e-learning and Petri Nets isn’t new. Petri Nets are used for the supervision of education (see Chang, 2008; Sanchez, 2008) . 2. Students’ study activities In the school year 2008/2009 an extensive e-learning course was used to support the tuition of Educational Technologies. This course was created with the objective of acquiring maximum Received 19 April 2010, accepted 15 June 2010, published 30 September 2010 information about the movement and activities of students within the course. The course consisted of 195 learning materials and activities and 15 assignments. The full-time studies were attended by 183 students and the combined studies by 277 students. The students are predominantly female; men represent only up to 10% . In the Moodle learning platform module 121,349 activities were recorded by the full-time students and 147,501 activities by the combined students. It can be generally stated that the full-time students performed more activities during the course (on average 663 activities per student) than the combined students (on average 532 activities per student) . We only focus on the activities aimed at displaying the study materials (resource view) and inserting individual assignmen

FAQs

What is the main research focus of the article?

The article studies educational technologies by comparing education processes in full-time versus combined studies, with an emphasis on e-learning education.

How does the study model students’ transition in the e-learning course?

It proposes generating Petri Nets that represent students’ transition through the e-learning course, validated by models of real student transition.

What data source and analysis methods are used to examine learning activities?

Learning activity data are collected from the Moodle learning platform module and processed using frequency and sequence analysis to build the transition model.

Oct 15, 2026

Uploaded by Rizky