Nagrinėjant informacinių sistemų efektyvaus realizavimo akademinėje terpėje klausimus, viena iš pagrindinių problemų tampa skirtingų informacinių sistemų sąveika, duomenų dubliavimas, duomenų perteklius ir kt. Be to, skirtingos informacijos sistemos turi savo autentifikacijos mechanizmus ir vartotojas turi įsiminti didelį kiekį identifikacinių duomenų komplektų, norėdami naudotis visomis informacijos sistemomis. Darbo objektas – akademinės informacinės sistemos. Darbo tikslas – suprojektuoti ir sukurti akademinių informacinių sistemų ir e. mokymosi aplinkos integracijos procesų algoritmą (mechanizmą). Pagrindiniai darbo uždaviniai - apžvelgti ir išanalizuoti e. mokymosi aplinkų naudojamas technologijas ir architektūras, apžvelgti ir išanalizuoti pagrindinius akademinių informacinių sistemų technologinius sprendimus, išanalizuoti galimus integracijos būdus ir pateikti e. mokymosi aplinkų ir akademinių informacinių sistemų integravimo proceso strategiją ir architektūrą, naudojamų komponentų, technologijų aprašymą apibrėžiant integracijos mechanizmą. Šiame darbe, išanalizavus e. mokymosi aplinkas, jų naudojamas technologijas ir architektūras, padarytos išvados, kad asinchroninio tipo architektūros aplinkos, kurios funkciniu požiūriu yra beveik lygiavertės, dėl nesudėtingo diegimo ir atviro kodo programinių paketų pasirinkimo yra paprasčiausia ir pigiausia e. mokymosi organizavimo forma ir turi daugiau galimybių integruotis į kitas informacijos sistemas dėl galimybės modifikuoti... [toliau žr. visą tekstą] / Examining information systems effective marketing issues in academic medium, one of the main problems becomes interaction of different information systems, data backup, redundancy and so on. Therefore integration of e-learning environment and academic information system is becoming more and more relevant enabling a qualitative study management, administration and study objectives implementation environment. The subject of the paper is academic information systems. The purpose of the paper is to design and develop the algorithm (mechanism) of academic information systems and e-learning environment integration processes. The goals of the paper are to review and analyse technologies and architecture used in e-learning environment, review and analyse the key technological solutions of academic information systems, analyse possible integration ways and present the strategy and steps of e-learning environments and academic information systems integration process, the description of used components and technologies defining the integration mechanism. In this paper, the conclusion that the asynchronous system environment due to ease of installation and the choice of open source software packages with more opportunities to integrate into other information systems is the most common form of organizing e-learning is made, after analyzing e-learning environments, used technologies and architectures. The analysis of used or installed academic information systems in Lithuanian higher... [to full text]

Temos aktualumas – nuo motyvacijos buvimo ar nebuvimo, aiškaus ir konkretaus vertinimo priklauso mokymosi sėkmė. Mokytojai tai seniai žino, bet pernelyg dažnai jie bejėgiškai stengiasi suvokti, kaip ta motyvacija sukuriama. Galime turėti geriausių ketinimų ir mokymo įgūdžių, bet jei mokiniai nebus tinkamai nusiteikę mokytis ir priimti mūsų vertinimą, patarimus, nerodys noro mokytis, naudos nebus. Meninis ugdymas reikalingas kiekvienam žmogui. Taigi, vertinimo paskirtis yra atspindėti sugebėjimus, bei skatinti mokymosi motyvaciją. Skatindami mokinių mokymosi motyvaciją sudarome palankias sąlygas jų gabumams plėstis. Todėl labai svarbu yra vertinant mokinio vizualinę raišką, ypač tokiame psichologiškai sunkiame amžiaus tarpsnyje, nenuslopinti poreikio domėtis menu, kūryba ir noro kurti pačiam. Tyrimo tikslas – atskleisti vizualinės raiškos vertinimo įtaką dailės mokymosi motyvacijai. Uždaviniai: 1) aptarti vertinimo svarbą ir jo daromą įtaką mokinių mokymosi motyvacijai; 2) atskleisti paauglio raidai būdingus psichologinius aspektus ir jų ryšį su vertinimu bei mokymosi motyvacija; 3) išsiaiškinti V-VII klasių mokytojų nuostatas į vizualinės raiškos vertinimą ir motyvacijos skatinimą; 4) išnagrinėti paauglių nuomonę apie vizualinės raiškos įtaką dailės mokymosi motyvacijai. Hipotezė – tikėtina, kad paaiškės, jog mokiniai ir mokytojai turi skirtingą požiūrį į vertinimą, vertinimo sistemą ir jo daromą įtaką mokinių mokymosi motyvacijai. Tyrimo objektas – vizualinės raiškos... [toliau žr. visą tekstą] / Actuality of the theme. The success of studies belongs from the existence or absence of motivation, coherent and concrete estimation. Teachers know this already very long time, but they are trying to realize, how to create the motivation. The artistical upbringing is necessary for everyone. The purpose of the estimation is to reflect abilities and to stimulate the motivation of the learning. When we are stimulating the learning motivation of the pupils, we are creating the favourable conditions for their abilities. So, it’s very important, especially in this difficult period of the age, not to repress the pupils requirement of the interest in art, creation and a wish to create by themselves. The purpose of analysis — to detect the estimation influence of the visual expression for the art studies motivation. Objects: 1) to discuss the estimation influence of the visual expression for the art studies motivation. 2) to discover psychological aspects and their connections to the estimation and motivation of the learning, which are characteristic to a development of teenagers. 3) to clear the teacher regulations of V – VII class to the estimation of visual expression and stimulation of the motivation. 4) to investigate the opinion of the teenagers about the influence of visual expression to a motivation of art studies. Hypothesis — it’s possible, that it will become clear, that the pupils and the teachers have different point of view to the estimation, to the system of... [to full text]

Motyvacija yra viena iš priežasčių, žadinančių mokinių poreikį mokytis, todėl siekiant palaikyti šį norą labai svarbu tinkamai juos skatinti. Motyvacijos mokytis priežasčių mastas yra labai platus ir įvairus. Darbe aptariami mokytojų, mokyklų vadovų bei tėvų naudojami būdai ir paskatos siekiant motyvuoti vaikus mokytis. Taip pat yra analizuojamas sėkmės ir gerų mokslo rezultatų poveikis motyvacijai. Pastebima, kad mokiniai yra skatinami mokytis padedant jiems planuoti ir pasirinkti mokymosi tikslus, taikant tinkamas mokymosi strategijas bei priemones, stiprinant pasitikėjimą savimi bei formuojant teigiamą požiūrį į darbą. Siekiant nustatyti mokymosi motyvų priežastis optimizuojant ugdymo procesą, darbe buvo nagrinėjamos mokyklų vadovų, mokytojų ir tėvų bendradarbiavimo tendencijos skatinant mokinių mokymosi motyvaciją. / Motivation is one of the reasons how students’ need to learn could be raised. Therefore it is very important to encourage the pupils in order to sustain their wish to study. The amount of reasons motivating learning varies and is very wide. This paper provides ways and means which headmasters, parents and teachers can use to stimulate their students to learn. The study also reveals the influence of success and academic results on motivation. The results show that students’ interest in learning could be raised by helping them to plan and choose the aims of learning, by applying proper learning strategies and means, by heightening self-confidence in students and by forming a right opinion about learning and working. The study also helped to ascertain the reasons of motivation to reinforce the process of education by analyzing the tendencies of cooperation among headmasters, parents and teachers in order to motivate students to learn.

Life-long learning for knowledge societies becomes fundamental for educational process. Motivation, expectations and contentment of people take a very important place in today’s learning. The most important objectives of today’s educational process are providing answers to current challenges and essential questions as well as helping to seize new opportunities for society and individuals. The objective of this research is to explore the motivation, motives and problems of life-long learning of residents in Visaginas town. The tasks of the research are following: • to explore residents’point of view towards life-long learning; • define the motives of adults which force them to start studying again; • analyze what conditions residents of Visaginas have; • define issues which impede more active involvement of adults into life-long learning; • provide with recommendations on how to nurture residents’point of view on life-long learning. The analysis was done in November, 2005 and took place in Visaginas National Language Center, in “Draugystes” secondary school (adult classes) as well as in other public institutions. During this research the residents of Visaginas town were asked to answer a question on how they perceive and value life-long learning and what is their point of view towards it. After the answers were figured out it could be concluded that the greatest part of residents think that life-long learning is obligatory (91,5 %). Only 9 % of residents perceive life-long... [to full text]

Pupils‘ mobile evolution – is one of the most difficult stage for teachers‘ while teaching pupils on a general development basic at schools of the fifth form. It develops pupils‘ skills, abilities, practical experience, musicalor person‘s culture. In the post – graduate paper are analysed pupils‘ age peculiarities, their ability to transfer from primary to ground level and to feel mobile and competently at the same time; pupils‘ mobile evolution‘s presumptions are used a strategies during music lessons. In the paper is clearing up pupils‘ mobile evolution by using mobile teaching strategies of interaction during music lessons. Object: Pupils‘ mobile evolution using teaching strategies of interaction during music lessons of the fifth form. Aim: to clear up pupils‘ mobile presumptions while using teaching strategies of interaction during music lessons of the fifth form. Objectives: 1.Look over literatures‘ articles and clear up manifestations during music lessons. 2.To find out the appropriate teaching strategies of developing abilities during music lessons. 3.To spread out the possibilities of mobile teaching strategies during music lessons. The researth confirmed hypothesis, that pupils‘ mobile evolution changes according to the teaching mobile strategies. While using these strategies is rising pupils‘ motivation, their dispersijon and it‘s lead to mobile evolution. There are analysed pupils of fifth form, their dispersijon in a training context, age... [to full text]

The beginning of teaching, when you start to form the future musician, is very important time from which further luck and failure depends. Although there are various circumstances in which child needs more learning motivation. Work theme – the role of ensemble playing by consolidating children’s music learning motivation. The aim of the work – to cognize the role of ensemble playing by consolidating children’s music learning motivation. This aim is realized by doing the pedagogical and psychological analysis of ensemble playing features theory, evaluating the role of ensemble playing by consolidating children’s music learning motivation and learning results, summarizing the results of theoretical analysis and empirical research. This research helps pedagogues to solve hard educative problem of children motivation of learning to play with instrument individually. One of the main problems – how to strengthen children’s music learning motivation effectively making the most of ensemble playing features. Making empirical researches the qualitative ((essay writing, pedagogical observation, conversations with the members of an orchestra), questionnaire (children and teachers) methods were used. The aim of the questionnaire is to find out the children and teachers outlook on the collective playing, its importance to learning motivation and learning results. 91 school-children and 31 teachers from Alytus music school, Kaunas music school and Prienų art school were examined. The... [to full text]

A transitional period from primary to secondary school is not always smooth an successful for many students. For psychologically weaker students, the transition to the fifth form can cause a negative attitude to school and learning as well as influence not only their progress but their psyche and physical development in general. It is concidered that the fifth form is one of the critical points of learning disorders. Unwilling to learn students find themselves on the street more often than any other students. According to the survey of educational politicians and educators, the main reason of non-attendance of school is students’ unwillingness to learn, fatigue or the decline of their interest in subjects. Students are usually dissatisfied with school activities, because it is difficult to study, there is an overload, constant fatigue or they are just not interested in subjects. The target of the post-graduate paper is social educator’s activity in a secondary school. The problem analysed is reluctance to learn at secondary school. The hypothesis of the work is that there is a possibility to develop positive emotions and change students’ attitude to learning through the implementation of successful students’ adaptation into school society. The objective of the survey is to analyse a social educator’s role and activity functions for overcoming the fifth formers’ unwillingness to learn. The objective has been realized while analysing social educator’s role and activity... [to full text]

Cooperation between the family-type foster-home and comprehensive schools solving problems of teenagers‘ motivation Relevance. Each person is unique with the combination of his/her abilities, experience, emotions and values. The wish to learn is a natural exploratory reflex which is based on positive emotions and stimulates the activity, tempers the will and gives a sence of aim and work. The expansion of these first principles depends not only on private attitude, but also on the interaction between a child and real-life environment. Statistics shows that 95 % of 7-15 year-old pupils nowadays seek for compulsory education (www.std.lt). In the reports about the social evolution in Lithuania (1999, 2003) it is said that 18-24 thousand children do not attend schools because of the lack of motivation, poverty, illnesses and living in associable families. Solving this problem the state limits or takes away the right of growing children from parents of associable families and provide the child with the supervision: firstly, it is being searched for the relatives of the child to legitimize the care or adoption; secondly, the child can be taken to the appropriate institution: families or state foster-homes (Civil Code, 2002). Juridical documents indicate that a care of a child in a family is such a form of a care when the corporate body (a family) takes care of six or more children. The children of such a family assume the status of foster-children and the social workers... [to full text]

In this master‘s of psychology final work peculiarities and connections between motivation of learning, self-evaluation and success in learning of younger teenagers are discussed. The research work was carried out at Kėdainiai „Ryto“ Secondary School. 161 students took part in the research work, 95 of them the seventh and 66 - the ninth formers. Methodics used in this final work is: subjective self-evaluation scale (A.Petrulytė, 1995). and the test of motivation of teenagers‘ learning (Entwistle N.J.1979,1981,1983 ). To achieve the final goal the following aims were to be carried out: to find the arithmetical mean of motivation of learning and self-evaluation of the whole group of students; to investigate peculiarities of motivation of learning and self-evaluation between boys and girls; to compare the indices of motivation of learning and self-evaluation of the seventh and ninth formers; to define connection between studets‘ self-evaluation, motivation of learning and academical success. With the help of statistical analyses it was established that more students evaluate themselves better than do not evaluate, there is no difference between girls and boys nor the seventh and ninth formers according to self-evaluation and motivation of learning indices. Statistical reliable relation between academical success and motivation of learning and self-evaluation are found. Statistically reliable relation is not observed between self-evaluation and motivation of learning. The... [to full text]

In the Master's work the main attention is given to lifelong studies and motivation of families growing a disabled child. The work raises a hypothesis that unsatisfied educational needs and insufficient motivation of families that grow a disabled child makes their enablement in society more difficult. In order to verify the hypothesis and seeking to reveal educational needs and motivation of families that grow a disabled child, by employing a half-standardised questionnaire, 20 families living in Kaunas town and growing disabled children were questioned.