Upgrading the Teaching Process Through Estimation of Students

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Upgrading the Teaching Process Through Estimation of Students Preferences for Elective Subjects in IT

Upgrading the Teaching Process Through Estimation of Students Preferences for Elective Subjects in IT Field Dr Marina Dobrota Dr Veljko Jeremić Dr Milan Martić University of Belgrade Faculty of Organizational Sciences

Introduction • Students nowadays are surrounded by the Internet and digital technology • Digital

Introduction • Students nowadays are surrounded by the Internet and digital technology • Digital age - the reality of the present time • Digital contents are expanding a set of possibilities in education • Blended learning environments – cloud computing – open content – mobile learning • MOOC (Massive Open Online Course) format

Introduction • Goal of the research: – How much do the digital technologies and

Introduction • Goal of the research: – How much do the digital technologies and digitalization influence the students when choosing among various elective subjects in the field of IT? – Are the students guided by the • broad set of opportunities that the digital age is offering, or • by the plain benefits as the high examination passing rate or the least possible amount of time needed to prepare the exam.

Methodology • Identifying the attributes and their respective levels which have the potential to

Methodology • Identifying the attributes and their respective levels which have the potential to influence students’ preferences and choices. • Choice-based conjoint (CBC) analysis • Issues of interest: (1) what attributes do students prefer while selecting an IT elective subject and (2) how do students develop preferences for the elective subjects.

Methodology • Stated preference approach: how students value attributes by asking them to rank

Methodology • Stated preference approach: how students value attributes by asking them to rank a set of alternatives (contingent ranking) or to choose the most preferred option • Sets of alternative profiles - form of choice questions • Each profile - a different mix of the attribute levels

Methodology • Initial task - to identify the specific attributes and their respective levels

Methodology • Initial task - to identify the specific attributes and their respective levels • Interviews with master degree students • CBC online platform Conjoint. ly • University of Belgrade Faculty of Organizational Sciences (FOS) • Students in the second or third year of studies

Attributes and their levels Attributes A Difficulty of the exam The number of hours

Attributes and their levels Attributes A Difficulty of the exam The number of hours per week students need during the semester to prepare for the exam B Employed software – Licensed versus open source software C Teaching methods – The teaching/learning method that students find most appealing D Passing the exam – The examination passing rate Levels A 1 8 hours A 2 12 hours A 3 16 hours B 1 Licensed software B 2 Open source software C 1 Distance (Moodle) C 2 Blended C 3 Face-to-face D 1 More than 80% D 2 65 -80% D 3 50 -65%

Results • 464 responses • Whether students have heard about any of the MOOC

Results • 464 responses • Whether students have heard about any of the MOOC platforms: – 37. 5% Yes – 62. 5% No • Whether students took any of the MOOCs courses: – 12. 28% Yes – 87. 72% No • Whether students download and prepare all the teaching and learning materials on a regular basis: – 19. 4% Yes – 62. 93% Sometimes – 17. 67% No

Results • The average time of studying per week: M=19. 13, SD=12. 24 •

Results • The average time of studying per week: M=19. 13, SD=12. 24 • The distribution of the pre-exam and exam activities: Pre-exam and exam activities Project Essay Class activities Points 22 10 7 Tests - Written exam 30 Verbal exam 31

Results Attributes A Difficulty of the exam B Employed software C Teaching methods D

Results Attributes A Difficulty of the exam B Employed software C Teaching methods D A 1 A 2 A 3 B 1 B 2 C 1 C 2 C 3 D 1 Passing the D 2 exam D 3 Levels 8 hours 12 hours 16 hours Licensed software Open source software Distance (Moodle) Blended Face-to-face More than 80% 65 -80% 50 -65% Relative value by level 15% 6% -21% 1% -18% 10% 8% 14% 6% -20% Relative importance by attribute 36% 2% 28% 34%

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Conclusion • Students in FOS, Serbia, are rarely engaging in online courses (37. 5%

Conclusion • Students in FOS, Serbia, are rarely engaging in online courses (37. 5% have heard of the MOOCs courses, and only 12. 28% took any of the MOOCs) • Only 19. 4% download and prepare all the teaching and learning materials on a regular basis.

Conclusion • Results of the CBC identified the examination passing rate and the time

Conclusion • Results of the CBC identified the examination passing rate and the time students take to prepare the exam to be more important attributes than some digital features as the use of the licensed software or digitally enhanced learning. • When choosing the IT elective subject, students are least driven by the digital attributes of these exams. They are rather driven by the easiness of the exam measured in light hours of work or high examination passing rate.

Conclusion • Future research – how the more intensive promotion of digital education would

Conclusion • Future research – how the more intensive promotion of digital education would affect the future choices of new generations

Upgrading the Teaching Process Through Estimation of Students Preferences for Elective Subjects in IT

Upgrading the Teaching Process Through Estimation of Students Preferences for Elective Subjects in IT Field Dr Marina Dobrota Dr Veljko Jeremić Dr Milan Martić dobrota. [email protected] bg. ac. rs