Dėstytojų teikiamos paramos / pagalbos besimokantiems studentams eskizas

Jatkauskienė, Birutė; Trakšelys, Kęstutis; Nugaras, Modestas

doi:10.15181/andragogy.v6i0.1214

Cited by 1 publication

(2 citation statements)

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“…However, students do not always succeed in this and are faced with a number of problems (of cognitive, affective, psychomotor nature, etc.) (Jatkauskienė et al, 2011). Quite often, learners and students are left alone with the problems arisen.…”

Section: Introductionmentioning

confidence: 99%

“…Support and assistance should reflect a student's cognitive (conceptual, methodological, administrative and technical), social-affective, motivational, and meta-cognitive needs. Given the above, we may state that support/assistance a certain social interaction, related to the self-learning process and can be analysed in various aspects (Jatkauskienė et al, 2011): as support/assistance of social-affective nature (to support someone who is "failing", having learning difficulties); as support/assistance of cognitive nature (helping to deal with socio-cognitive conflicts, to regulate interrelations, etc. ); as a subject of learning/studies (construction and modelling a correct behaviour).…”

Section: Introductionmentioning

confidence: 99%

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Higher Education Lecturers’ Support/Assistance in Student Learning: Study Case of Lithuanian Higher Schools

Jatkauskienė

Nugaras

2017

SIE

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This article analyses a number of aspects of lecturers’ support/assistance in student learning. Empirical study reveals support/assistance, provided by lecturers, that is focused on: development of interpersonal relationships, informing, facilitation of learning/studies, regulation of relations, modelling of learning/study activities and behaviour, a vision of student learning, student activities. The above listed aspects of support/assistance might serve as a particular performance indicator for some of lecturers in this field, so as to provide a real and effective help and assure a quality of learning and studies.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%