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E-learning course: Expression of past action
FALTYSOVÁ, Kateřina
The aim of the thesis E-learning course: The means of expressing the past action is to create an electronic educational material for French and to present the possibilities of such an instruction in comparison with the classical instruction. The work consists of two main parts - theoretical and practical. The aim of the theoretical part is to explain the term e-learning; how it came into being, how can we classify it, which persons take part in the creation and realization of the e-leraning courses. The thesis informs also about technologies we can use in the e-leaming, advantages and disadvantages of such an instruction and about concrete possibilities of its usage in the didactics of foreign languages. The practical part consists of the CD-ROM of the course le Passé en français and a written text which describes it. The course is destined for the high school students; its aim is to present the means of expressing the past action in French within their knowledge of the language. The written part describes how the course came into being, what does it include; it suggests how can we work with it and presents the results of the exercises. It also evaluates its usage in practice.
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E-learning possibilities in education taking into account psychological aspects of creative learning
Mazánek, Karel ; Krykorková, Hana (advisor) ; Běhalová, Andrea (referee)
This diploma thesis is trying to critically look at education via e-learning, with the main topic being the possibilities which (with elaborated learning strategy) this form of education is able to offer. E-learning, in this work, is set into a society-wide context of education in the 21st century with regards to demographic development of the Czech population. Apart from the introduction and description of the main parts of e-learning courses, the thesis focuses on the creation process of these courses as such. Company/corporate experience, which is particularly beneficial here, is being widely used throughout this thesis. We consider it very important to theoretically elaborate on the term of 'creative learning' and show its contribution to the description of possibilities of e-learning in education. Afterwards, in the practical part, we focus on researching e-learning in chosen companies; in which we are trying to outline which way and how effectively e-learning is being used at chosen institutions. Key words: e-learning, e-learning course, education, e-learning possibilities, creative learning, corporate practice, education strategy.
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Possibilities and Prospects of E-learning in Lifelong Education of Nurses
PETERKOVÁ, Blanka
Czech health care and nursing is undergoing a significant transformation during the last years and it touches the changes in the education of health professionals. There are changing demands on the training, on the knowledge level and also on the graduate profile in accordance with the recommendations of the Europlan Union. Following these recommendations the requirements of lifelong education of nurses are also profiled. E-learning education is an important tool in use in the educational process of nursing and an effort to use processes of nursing care based on evidence.The aim of the study was to determine how nurses use e-learning in lifelong education and whether nurses prefer classical forms of education to e-learning, to map whether they have possibilities of e-learning within the facilities they work in and whether there is a sufficient supply of e-learning courses supporting lifelong education of nurses in the Czech Republic. The last goal of the study was to create an e-learning course focused on specific problems at the orthopedic ward of the Hospital Tábor, a.s. In relation to the objectives the following hypotheses were designed: H1-Nurses with university education use e-learning more than non-graduates. H2-Nurses with university education consider e-learning in clinical practice for more beneficial than traditional forms of education, unlike non-graduate nurses. H3-Nurses with clinical practice shorter than 5 years prefer e-learning more often than nurses with practice longer than 5 years. For the thesis was selected a quantitave survey form using anonymous questionnaries that were distributed electronically to the individual clinical departments. The research sample consisted of registered nurses according to Act 96/2004 Coll., As amended, from specialized outpatient clinical departments of 16 providers of medical facilities in the Czech Republic. The questionnaries were processed by matrix method in Excel 2013 and the results were converted into graphs and tables using descriptive statistics. A statistical evaluation of hypotheses was made as well. Hypotheses were tested by chi-square test in contingency tables. The selected level of significance was 5%.Results: Nurses mostly use e-learning to get professional information for nursing care. The most common reason for not using or even rejection of e-learning by nurses is that this form of education does not suit them. Most nurses do not have the opportunity to e-learning in facilities where they work and also they cannot implement the knowledge gained by e-learning. The offer of e-learning courses over time is constantly changing and evolving, some courses have even completely disappeared. A course offer is sufficient, although nurses miss some types of courses. There was to create an e-learning course "Collection of biological material, or how not make mistakes in the pre-analytic phase" focusing on specific problematic aspects of blood collection within the medical facility Hospital Tábor,a.s. The results of the survey will be together with the e-learning course given to the leading management of the Hospital Tábor,a. s.
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E-learning course of the use of computer algebra systems in mathematics education
KANDUS, Václav
This thesis deals with the topic of Computer Algebraic Systems (i.e. CAS). Its first part analyses and compares the freely available CAS programs regarding both the propects of development and user suitability of this particular application for a secondary school or a university (i.e. bachelor) student. The second part of the thesis concerns with certain theoretical points that are subsequently followed by more practical ones where the main objective is to propose and to put into practice individual course components, including the preparation of a~specific working environment which the course would be implemented in. The third (i.e last) part describes and accounts for particular selections made during the outline and realization of the e-learning course.
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