Author(s): Viera Šajbidorová
Title: How to Increase Students´ Enthusiasm
Source: International Scientific Days 2018 :: Towards Productive, Sustainable and Resilient Global Agriculture and Food Systems :: Proceedings
ISBN: 978-80-7598-180-6
DOI: https://doi.org/10.15414/isd2018.s10.12
Publisher: Wolters Kluwer ČR, Prague
PY, pages: 2018, 2222-2230
Published on-line: 2018-11-09
Language: eng
Abstract: The aim of the paper is to emphasize the need for increasing students´ motivation
in their study, find ways how to enhance their enthusiasm and provide them with
attractive education.
We compared success of students in partial exams in a differentiated way of
teaching (contact teaching versus e-learning) in the course of Indoor Plants assuming
the impact of their own motivation on the test results. The results here from
revealed that students are generally not ready for e-learning self-study.
A questionnaire survey was conducted on those students having completed the
course of Applied Interior Design in order to evaluate the benefits of a practically-
orientated project to increase their interest in the subject and the field of study.
The aim of the project was to find out about growing demands of the selected range
of indoor house plants, thus stimulating students to cultivate plants based on their
own real experience. The results of the questionnaire survey point to an increase in
students´ interest in the practical form of projects, building of the relationship with
the study field (and plants) and willingness of students to invest their own financial
and material resources into the project. The project taught students how to think
about the practical aspects of plant cultivation and care, provided space for confronting
the acquired knowledge and experience of teaching, and helped to create
a relationship with plants, which is crucial for application in the field of landscape
architecture.
Keywords: education, e-learning, motivation, enthusiasm, Landscape architecture
study
JEL Classification: I2, P36
Rights:Open Access :: Creative Commons BY-NC-SA 4.0 International Licence
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