Tõnu Oja
This research is about how to better facilitate student learning in subjects assuming creative attitude (modelling, programming, photogrammetry).
Questions and Rationale
Courses aim to help students to combine knowledge about programming and skills in different GIS software use, logical thinking and model design, and to encourage them towards ability to create individualized GIS solutions. For better learning in the subjects students need support to work on their own; this can be developed by better engagement of students into specification and realization of learning process. Jang et al. (2016) found that students tend towards a semester-long trajectory of rising engagement when they perceive teachers to be autonomy supportive. Chang et al. (2017) showed positive influence of collaborative problem solving. Students have brought out paying attention, effort and active participation as rational indicators of engagement but also emotional indicators as interest, fun and excitement are valuated high (Fredericks et al 2016). Gulland et al. (2011) showed that combined e-study and face-to-face learning in classroom have positive impact on results.
Methods and Framework
Goals of the experiment were to raise study motivation and satisfaction with the obtained skills by improvement of communication with students, combining individual work, e-learning in Moodle and classroom face-to-face exercises still supporting their autonomy (creativity). Using flipped classroom helps students to focus attention on questions discussed.
The research focused on how modifications in the way of teaching (facilitating learning) influence advancement of students and their satisfaction with the results.
As research method logging of the process in Moodle and written feedbacks from students was used. Also, practical solutions offered by students were analysed. During the course mind maps were made by teacher to record reactions, decisions and impression about the process. Questionnaires were used to get feedback from students.
Outcome
Students were happy. They appreciated the results (they had learned something new, even if they had to learn it by themselves but the course provided an additional stimulator to “find time”. The use of different forms of study (e-learning combined with classroom seminars and individual work) was appreciated. Students found it worked well for them. Also, learning from fellow students was appreciated. More frequent step-by-step feedback, division of tasks into clear smaller subtasks improved the results.
Reflective critique.
The clear guides and frequent feedback support students learning, however, the suppressive impact of too predefined learning process on creativity remains a concern.
