About this paper

Appears in:
Pages: 4031-4037
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1868

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

THE STUDENT DESIGN BEHAVIOR AND AFFECTIVE SKILLS TO FAVOR ACADEMIC AND CAREER SUCCESS

D.A. Sitar-Taut1, I. Mocanu2, L.M. Stanca1

1Babeş-Bolyai University, Faculty of Economics and Business Administration (ROMANIA)
2University Politehnica of Bucharest (ROMANIA)
Introducing “Web Science and Digital Economy” Master’s subjects in Babeş-Bolyai University’s curriculum represents a complex process. To design such a learning path is a very difficult work because it must take into account the anticipated behavior of students towards this aspect. In this forecasting process we focused to identify the following two hypotheses. The engagement degree of the students in the disciplines they will study will increase with the introduction of web 2.0 tools in their learning materials. Student interest to engage in a form of education based on innovative topics is correlated with understanding the correct career pattern provided by the Master’s studies. Analysis of the two hypotheses will allow us to identify student’s design behavior and their social affective skills, attracted to get involved in new education directions as “Web Science and Digital Economy” Master Program study in order to get success in innovative and transdisciplinary professions. Data collection was conducted in a learning context type event with the participation of students, teachers and elderly people. Scenario research is anchored in sphere of computational social science research, with the theme of improving quality of life and social integration of the elders. So, we created a non-formal learning context (workshop) bringing together students, teachers, and IT professionals with the aim of raising students’ awareness of models of organizational and work culture and practitioners’ view on future employees’ essential competences needed for an efficient and smooth integration on the job market. Then, the impact of the event was surveyed with the aid of a questionnaire applied at the end of the event. The results of data analysis are expected to provide suggestions to align and supplement skills needed by graduates with existing curricular provisions. Additionally, it could indicate directions for further exploration of the role and value of non-cognitive skills for all actors involved and blended learning solutions to improve them.
@InProceedings{SITARTAUT2017STU,
author = {Sitar-Taut, D.A. and Mocanu, I. and Stanca, L.M.},
title = {THE STUDENT DESIGN BEHAVIOR AND AFFECTIVE SKILLS TO FAVOR ACADEMIC AND CAREER SUCCESS},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1868},
url = {http://dx.doi.org/10.21125/edulearn.2017.1868},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {4031-4037}}
TY - CONF
AU - D.A. Sitar-Taut AU - I. Mocanu AU - L.M. Stanca
TI - THE STUDENT DESIGN BEHAVIOR AND AFFECTIVE SKILLS TO FAVOR ACADEMIC AND CAREER SUCCESS
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1868
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 4031
EP - 4037
ER -
D.A. Sitar-Taut, I. Mocanu, L.M. Stanca (2017) THE STUDENT DESIGN BEHAVIOR AND AFFECTIVE SKILLS TO FAVOR ACADEMIC AND CAREER SUCCESS, EDULEARN17 Proceedings, pp. 4031-4037.
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