Abstract:

Modern trends in education are characterized by an overall shift towards the use of digital technologies especially when regular in class teaching cannot be applied for some reason - this has recently occured during the corona virus quarantine in many European universities. Technological innovation extends learning opportunities depending on the efficient use of the learning environment with an emphasis on e-learning, m-learning, MOOC, social networking, educasting, shared e-learning support through cloud computing services. Our aim was to implement modern teaching methods into technical teacher preparation of mature age students. The problem is that, for some mature age students, technology may be another source of anxiety, because they do not have sufficient previous experience in this respect. This is the reason why, an important role for the teacher of mature age learners is that of preparing them to use the technology in a non-threatening context meant to foster positive attitudes in adults towards both technology and learning.

Two webinars and one virtual workshop were designed by academics for the students to increase both theoretical and practical competences as well as educational activities aimed at intensive connection of the academic environment with the practice of technical schools. One more course focused on e-technology was prepared to help students-beginners overcome the lack of confidence. Mature age students should be made aware of the fact that technology can lead them to more self-directed learning in their new working environment. As soon as this aim is achieved they become more willing to integrate the technological tools within their study, together with other resources like books and worksheets.

After webinars and workshop had been delivered to students a feedback was required from them: it was based on a questionnaire with open-ended questions. We asked mature age students to indicate their feelings and opinions on electronic support they had received. A sample of 124 mature age students of the study program “technical teacher education”, aged 29-45, gave the feedback. The aim was to maintain maximum variation across a wide range of variables - age, gender, ability to comprehend and deal with assessment requirements. The items of the questionnaire focused to the self-confidence, motivation increase and assessment of the e-material distributed to them. More than half of the students declared their knowledge, competence and skills increased considerably or to some extent, 20 % believed their knowledge did not change and the rest could not answer the question. More than 84 % of answers indicated the growth of motivation to use electronic devices for study purposes. 90 % of students appreciated appropriate reaction of teaching staff to encourage their motivation and to support their ICT knowledge.

Conclusions:
The question of how to explore and support the development of mature age students’ motivation to use e-technologies for study purpose is far from simple. Since adults frequently feel rather insecure in their position as students, teachers should provide support and encouragement when asking them to take risks or try new skills. The teacher should be focusing on the positive emotional aspects of learning process and on the progress that mature age learners are making.

Keywords:

Mature aged students, ICT, teaching methology, motivation.