МОТИВАЦИЯ ОБУЧАЮЩИХСЯ ИТ-ДИСЦИПЛИНАМ
Аннотация
Выполнен систематический обзор литературы 2012-2017 гг. о мотивации обучающихся ИТ-дисциплинам. Установлена тенденция роста количества публикаций о мотивации обучающихся и обучающихся ИТ-дисциплинам, а также охват исследованиями всех регионов мира. Из наукометрических баз данных отобраны 32 публикации. Высшая активность исследований выявлена среди бакалавров ИТ-направлений подготовки, а по измерению «уровень подготовки обучающихся» – среди начинающих. Определены семь психологических подходов мотивации. Самым распространенным среди них является Self-Determination Theory (SDT). В исследованиях, основанных на SDT, дифференцированы типы учебной мотивации в зависимости от уровня образования обучающихся ИТ-дисциплинам. Также определены девять педагогических подходов мотивации. Среди них проектное обучение применялось чаще всего. Его можно рекомендовать для формирования профессиональных компетенций.
Литература
1. Kitchenham B. Guidelines for performing Systematic Literature Reviews in Software Engineering. EBSE Technical Report. Keele University & Department of Computer Science University of Durham. — 2007. — 57 p.
2. Amara S. Group Formation in Mobile Computer Supported Collaborative Learning Contexts: A Systematic Literature Review // Educational Technology & Society. — 2016. — Vol. 19, № 2. — P. 258-273.
3. Abid A., Kallel I., Ben Ayed M. Teamwork Construction in E-learning system: A Systematic literature review // Proc. of the 15th International Conference on Information Technology Based Higher Education and Training. — 2016. — P. 1-7.
4. Roth A., Ogrin S., Schmitz B. Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments // Educational Assessment Evaluation and Accountability. — 2016. — Vol. 28, № 3. — P. 225-250.
5. Perttula A. Flow experience in game based learning - a systematic literature review // International Journal of Serious Games. — 2017. — Vol. 4, № 1. — P. 57-72.
6. Boyle E. An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games // Computers & Education. — 2016. — Vol. 94. — P. 178-192.
7. Kankaanpaa I., Isomaki H. Productization and commercialization of IT-enabled higher education in computer science: A systematic literature review // Proc. of the International Conference on E-Learning as part of the Multi Conference on Computer Science and Information Systems. — 2013. — P. 41-48.
8. Britto R., Usman M. Bloom's taxonomy in software engineering education: A systematic mapping study // Proc. of the IEEE Frontiers in Education Conference. — 2015. — P. 1-8.
9. Datsun N.N. Obrazovanie inzhenerii programmnogo obespechenija: sistematicheskij obzor literatury // Vestnik Permskogo universiteta. Serija: Matematika. Mehanika. Informatika. —2015. —№ 2(29). — S. 87-99.
10. Nascimento D. M. Using Open Source Projects in software engineering education: A systematic mapping study // Proc. of the IEEE Frontiers in Education Conference. — 2013. — P. 1837-1843.
11. Hidalgo-Cespedes J., Marin-Raventos G., Lara-Villagran V. Learning principles in program visualizations: a systematic literature review // Proc. of the IEEE Frontiers in Education Conference. — 2016. — P. 1-9.
12. Moreno-Leon J., Robles G. Code to learn with Scratch? A systematic literature review // Proc. of the IEEE Global Engineering Education Conference. — 2016. — P. 150-156.
13. Calderon A., Ruiz M. A systematic literature review on serious games evaluation: An application to software project management // Computers & Education. — 2015. — Vol. 87. — P. 396-422.
14. Petri G., von Wangenheim C.G. How games for computing education are evaluated? A systematic literature review // Computers & education. — 2017. — Vol. 107. — P. 68-90.
15. Nakic J., Granic A., Glavinic V. Anatomy of student models in adaptive learning systems: A systematic literature review of individual differences from 2001 to 2013 // Journal of Educational Computing Research. — 2015. — Vol. 51, № 4. — P. 459-489.
16. Brown P.R. The use of motivation theory in engineering education research: a systematic review of literature // European Journal of Engineering Education. — 2015. — Vol. 40, № 2. — P. 186-205.
17. Bubica N., Mladenovic M., Boljat I. Students motivation for computer science competition // 8th International Technology, Education and Development Conference. — 2014. — P. 288-295.
18. Hildebrandt C., Diethelm I. Students' motivations, self-concepts of ability and expectations regarding the subject informatics: results of a school experiment // Proc. of the 9th Workshop in Primary and Secondary Computing Education. — 2014. — P. 126-127.
19. Nikou S.A., Economides A.A. Measuring Student Motivation during "The Hour of CodeTM" Activities // Proc. of the 14th International Conference on Advanced Learning Technologies. — 2014. — P. 744-745.
20. Nikou S.A., Economides A.A. Transition in student motivation during a scratch and an app inventor course // Proc. of the Global Engineering Education Conference. — 2014. — P. 1042-1045.
21. Mladenović S., Žanko Ž., Mladenović M. Elementary Students’ Motivation Towards Informatics Course // Procedia – Social and Behavioral Sciences. — 2017. — Vol. 174. — P. 3780-3787.
22. Karpov D.S. Professional'nyj format kak faktor povyshenija motivacii pri obuchenii informacionnym tehnologijam studentov gumanitarnoj napravlennosti // Chelovek v informacionnom prostranstve. — 2013. — S. 147-152.
23. Suhodolova E.M. Primenenie modeli Kellera kak odin iz sposobov formirovanija uchebnoj motivacii v processe distancionnogo obuchenija discipline «Informacionnye tehnologii i komp'juternaja grafika» studentov tvorcheskih special'nostej // Intellektual'nyj potencial XXI veka: stupeni poznanija. — 2015. — № 28. — S. 71-74.
24. Behnke K.A., Kos B.A., Bennett J. K. Computer Science Principles: Impacting Student Motivation & Learning Within and Beyond the Classroom // Proc. of the 2016 ACM Conference on International Computing Education Research. — 2016. — P. 171-180.
25. Chapman D., Wang S. Multimedia instructional tools' impact on student motivation and learning strategies in computer applications courses // Journal of Interactive Learning Research. — 2015. — Vol. 26, № 2. — P. 129-145.
26. Danowitz A. Leveraging the final project to improve student motivation in introductory digital design courses // Proc. of the Frontiers in Education Conference. — 2016. — P. 1-5.
27. McGill M.M. Learning to Program with Personal Robots: Influences on Student Motivation // ACM Transactions on Computing Education. — 2012. — Vol. 12, № 1. — Article No. 4.
28. Ogrutan P., Aciu L.E. Laboratory Works Designed for Developing Student Motivation in Computer Architecture // TEM Journal-Technology Education Management Informatics. — 2017. — Vol. 6, № 1. — P. 3-10.
29. Stefan L., Moldoveanu F. Gamified 3D virtual learning environment for improved students' motivation and learning evaluation. A case study on "3DUPB" campus // Proc. of the 11th International Scientific Conference on eLearning and Software for Education. — 2015. — P. 94-101.
30. Tsukamoto H. Change of Students' Motivation in an Introductory Programming Course for Non-computing Majors // Proc. of the 12th International Conference on Advanced Learning Technologies. — 2012. — P. 124-125.
31. Zouganeli E. Project-based learning in programming classes – the effect of open project scope on student motivation and learning outcome // IFAC Proceedings Volumes. — 2014. — Vol. 47, № 3. — P. 12232-12236.
32. Zhohova E.Ju., Kornilov P.A. Metody povyshenija uchebnoj motivacii studentov profilja «Informatika» pri obuchenii profil'nym disciplinam na mladshih kursah // Matematika i informatika, astronomija i fizika, jekonomika i tehnologija i sovershenstvovanie ih prepodavanija. — 2016. — S. 200-205.
33. Katuncov E.V. Sposoby motivacii obuchenija studentov vuza v oblasti informacionnyh tehnologij // Sovremennye obrazovatel'nye tehnologii v prepodavanii estestvenno-nauchnyh i gumanitarnyh disciplin. — 2015. — S. 368-372.
34. Abdullah A., Yih T. Y. Implementing Learning Contracts in a Computer Science Course as a Tool to Develop and Sustain Student Motivation to Learn // Procedia – Social and Behavioral Sciences. — 2014. — Vol. 123. — P. 256-265.
35. Alhazbi S. Active Blended Learning to Improve Students’ Motivation in Computer Programming Courses: A Case Study // Advances in Engineering Education in the Middle East and North Africa. — 2016. — P. 187-204.
36. Alhazbi S. ARCS-based tactics to improve students' motivation in computer programming course // Proc. of the 10th International Conference on Computer Science & Education. — 2015. — P. 317-321.
37. Anfurrutia F.I. Visual Programming Environments for Object Oriented Programming: Acceptance and Effects on Student Motivation // IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. — 2017. — Vol. 12, № 3. — P. 124-131.
38. Garzon E.M. Improving students motivation for the computer architecture // Proc. of the 6th International Conference on Education and New Learning Technologies. — 2014. — P. 3805-3810.
39. Echeverría L. Using a learning analytics manager for monitoring of the collaborative learning activities and students' motivation into the Moodle system // Proc. of the 11th Colombian Computing Conference. — 2016. — P. 1-8.
40. Ermolayev V., Keberle N., Borue S. Coursework Peer Reviews Increase Students’ Motivation and Quality of Learning // Proc. of the International Conference on ICT in Education, Research, and Industrial Applications. — 2012. — P. 177-194.
41. Johanyak Z.C. Real-World Software Projects as Tools for the Improvement of Student Motivation and University-Industry Collaboration // Proc. of the International Conference on Industrial Engineering, Management Science and Application. — 2016. — P. 1-4.
42. Kori K., Pedaste M., Altin H. et al. Factors That Influence Students' Motivation to Start and to Continue Studying Information Technology in Estonia // IEEE Transactions on Education. — 2016. — Vol. 59, № 4. — P. 255-262.
43. Lishinski A. Learning to Program: Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on Performance // Proc. of the Conference on International Computing Education Research. — 2016. — P. 211-220.
44. Nunes R.R. Enhancing Students’ Motivation to Learn Software Engineering Programming Techniques: A Collaborative and Social Interaction Approach // Proc. of the International Conference on Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being. — 2015. — P. 189-201.
45. Serrano-Cámara L.M. An evaluation of students’ motivation in computer-supported collaborative learning of programming concepts // Computers in Human Behavior. — 2017. — Vol. 31. — P. 499-508.
46. Urquiza-Fuentes J., Paredes-Velasco M. Investigating the effect of realistic projects on students' motivation, the case of Human-Computer interaction course // Computers in Human Behavior. — 2017. — Vol. 27. — P. 692-700.
47. Velázquez-Iturbide J.Á., Hernán-Losada I., Paredes-Velasco M. Evaluating the Effect of Program Visualization on Student Motivation // IEEE Transactions on Education. — 2017. — Vol. 60, № 3. — P. 238 - 245.
48. Su C.-H. The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study // Multimedia Tools and Applications. — 2016. — Vol. 75, № 16. — P. 10013–10036.
49. Ryan R.M., Deci E. L. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist. — 2000. — Vol. 55, № 1. — P. 68-78.
50. Corno L. The metacognitive control components of self-regulated learning // Contemporary Educational Psychology. — 1986. — Vol. 11, № 4. — P. 333-346.
51. Wigfield A. Expectancy-value theory of achievement motivation: A developmental perspective // Educational Psychology Review. — 1994. — Vol. 6, № 1. — P. 49-78.
52. Beck R.C. Motivation: Theories and Principles (5th ed.). — Boston, MA: Pearson Academic. — 2003.
53. Lent R.W., Brown S. D., Hackett G. Towards a unifying social cognitive theory of career and academic interest, choice, and performance // Journal of Vocational Behavior. — 1994. — Vol. 45. — P. 79-122.
54. Atkinson J., Norman F. A Theory of Achievement Motivation. Vol. 6. — Wiley. — 1966. — 392 p.
55. Keller J.M. Motivational design of instruction // Instructional-design theories and models: An overview of their current status. C.M. Reigeluth (Ed.). — 1983. — Hillsdale, NJ: Lawrence Erlbaum. — P. 386-434.
56. Perkins, D. N. Conditions of learning in novice programmers // Studying the novice programmer. E. Soloway & J. C. Sphorer (Eds.). Hillsdale: Lawrence Erlbaum Associates. — 1989. — P. 261-279.
57. Datsun N.N., Urazaeva L.Ju. Modeli obuchajushhihsja massovyh otkrytyh onlajn kursov // Sovremennye informacionnye tehnologii i ИТ -obrazovanie. — 2015. — T. 1, № 11. — S. 225-233.
58. European e-Competence Framework 3.0. A common European Framework for ICT Professionals in all industry sectors. CWA 16234:2014. Part 1. [электронный ресурс] // URL: http://www.ecompetences.eu/wp-content/uploads/2014/02/European-e-Competence-Framework-3.0_CEN_CWA_16234-1_2014.pdf (дата обращения 25.08.2017).
2. Amara S. Group Formation in Mobile Computer Supported Collaborative Learning Contexts: A Systematic Literature Review // Educational Technology & Society. — 2016. — Vol. 19, № 2. — P. 258-273.
3. Abid A., Kallel I., Ben Ayed M. Teamwork Construction in E-learning system: A Systematic literature review // Proc. of the 15th International Conference on Information Technology Based Higher Education and Training. — 2016. — P. 1-7.
4. Roth A., Ogrin S., Schmitz B. Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments // Educational Assessment Evaluation and Accountability. — 2016. — Vol. 28, № 3. — P. 225-250.
5. Perttula A. Flow experience in game based learning - a systematic literature review // International Journal of Serious Games. — 2017. — Vol. 4, № 1. — P. 57-72.
6. Boyle E. An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games // Computers & Education. — 2016. — Vol. 94. — P. 178-192.
7. Kankaanpaa I., Isomaki H. Productization and commercialization of IT-enabled higher education in computer science: A systematic literature review // Proc. of the International Conference on E-Learning as part of the Multi Conference on Computer Science and Information Systems. — 2013. — P. 41-48.
8. Britto R., Usman M. Bloom's taxonomy in software engineering education: A systematic mapping study // Proc. of the IEEE Frontiers in Education Conference. — 2015. — P. 1-8.
9. Datsun N.N. Obrazovanie inzhenerii programmnogo obespechenija: sistematicheskij obzor literatury // Vestnik Permskogo universiteta. Serija: Matematika. Mehanika. Informatika. —2015. —№ 2(29). — S. 87-99.
10. Nascimento D. M. Using Open Source Projects in software engineering education: A systematic mapping study // Proc. of the IEEE Frontiers in Education Conference. — 2013. — P. 1837-1843.
11. Hidalgo-Cespedes J., Marin-Raventos G., Lara-Villagran V. Learning principles in program visualizations: a systematic literature review // Proc. of the IEEE Frontiers in Education Conference. — 2016. — P. 1-9.
12. Moreno-Leon J., Robles G. Code to learn with Scratch? A systematic literature review // Proc. of the IEEE Global Engineering Education Conference. — 2016. — P. 150-156.
13. Calderon A., Ruiz M. A systematic literature review on serious games evaluation: An application to software project management // Computers & Education. — 2015. — Vol. 87. — P. 396-422.
14. Petri G., von Wangenheim C.G. How games for computing education are evaluated? A systematic literature review // Computers & education. — 2017. — Vol. 107. — P. 68-90.
15. Nakic J., Granic A., Glavinic V. Anatomy of student models in adaptive learning systems: A systematic literature review of individual differences from 2001 to 2013 // Journal of Educational Computing Research. — 2015. — Vol. 51, № 4. — P. 459-489.
16. Brown P.R. The use of motivation theory in engineering education research: a systematic review of literature // European Journal of Engineering Education. — 2015. — Vol. 40, № 2. — P. 186-205.
17. Bubica N., Mladenovic M., Boljat I. Students motivation for computer science competition // 8th International Technology, Education and Development Conference. — 2014. — P. 288-295.
18. Hildebrandt C., Diethelm I. Students' motivations, self-concepts of ability and expectations regarding the subject informatics: results of a school experiment // Proc. of the 9th Workshop in Primary and Secondary Computing Education. — 2014. — P. 126-127.
19. Nikou S.A., Economides A.A. Measuring Student Motivation during "The Hour of CodeTM" Activities // Proc. of the 14th International Conference on Advanced Learning Technologies. — 2014. — P. 744-745.
20. Nikou S.A., Economides A.A. Transition in student motivation during a scratch and an app inventor course // Proc. of the Global Engineering Education Conference. — 2014. — P. 1042-1045.
21. Mladenović S., Žanko Ž., Mladenović M. Elementary Students’ Motivation Towards Informatics Course // Procedia – Social and Behavioral Sciences. — 2017. — Vol. 174. — P. 3780-3787.
22. Karpov D.S. Professional'nyj format kak faktor povyshenija motivacii pri obuchenii informacionnym tehnologijam studentov gumanitarnoj napravlennosti // Chelovek v informacionnom prostranstve. — 2013. — S. 147-152.
23. Suhodolova E.M. Primenenie modeli Kellera kak odin iz sposobov formirovanija uchebnoj motivacii v processe distancionnogo obuchenija discipline «Informacionnye tehnologii i komp'juternaja grafika» studentov tvorcheskih special'nostej // Intellektual'nyj potencial XXI veka: stupeni poznanija. — 2015. — № 28. — S. 71-74.
24. Behnke K.A., Kos B.A., Bennett J. K. Computer Science Principles: Impacting Student Motivation & Learning Within and Beyond the Classroom // Proc. of the 2016 ACM Conference on International Computing Education Research. — 2016. — P. 171-180.
25. Chapman D., Wang S. Multimedia instructional tools' impact on student motivation and learning strategies in computer applications courses // Journal of Interactive Learning Research. — 2015. — Vol. 26, № 2. — P. 129-145.
26. Danowitz A. Leveraging the final project to improve student motivation in introductory digital design courses // Proc. of the Frontiers in Education Conference. — 2016. — P. 1-5.
27. McGill M.M. Learning to Program with Personal Robots: Influences on Student Motivation // ACM Transactions on Computing Education. — 2012. — Vol. 12, № 1. — Article No. 4.
28. Ogrutan P., Aciu L.E. Laboratory Works Designed for Developing Student Motivation in Computer Architecture // TEM Journal-Technology Education Management Informatics. — 2017. — Vol. 6, № 1. — P. 3-10.
29. Stefan L., Moldoveanu F. Gamified 3D virtual learning environment for improved students' motivation and learning evaluation. A case study on "3DUPB" campus // Proc. of the 11th International Scientific Conference on eLearning and Software for Education. — 2015. — P. 94-101.
30. Tsukamoto H. Change of Students' Motivation in an Introductory Programming Course for Non-computing Majors // Proc. of the 12th International Conference on Advanced Learning Technologies. — 2012. — P. 124-125.
31. Zouganeli E. Project-based learning in programming classes – the effect of open project scope on student motivation and learning outcome // IFAC Proceedings Volumes. — 2014. — Vol. 47, № 3. — P. 12232-12236.
32. Zhohova E.Ju., Kornilov P.A. Metody povyshenija uchebnoj motivacii studentov profilja «Informatika» pri obuchenii profil'nym disciplinam na mladshih kursah // Matematika i informatika, astronomija i fizika, jekonomika i tehnologija i sovershenstvovanie ih prepodavanija. — 2016. — S. 200-205.
33. Katuncov E.V. Sposoby motivacii obuchenija studentov vuza v oblasti informacionnyh tehnologij // Sovremennye obrazovatel'nye tehnologii v prepodavanii estestvenno-nauchnyh i gumanitarnyh disciplin. — 2015. — S. 368-372.
34. Abdullah A., Yih T. Y. Implementing Learning Contracts in a Computer Science Course as a Tool to Develop and Sustain Student Motivation to Learn // Procedia – Social and Behavioral Sciences. — 2014. — Vol. 123. — P. 256-265.
35. Alhazbi S. Active Blended Learning to Improve Students’ Motivation in Computer Programming Courses: A Case Study // Advances in Engineering Education in the Middle East and North Africa. — 2016. — P. 187-204.
36. Alhazbi S. ARCS-based tactics to improve students' motivation in computer programming course // Proc. of the 10th International Conference on Computer Science & Education. — 2015. — P. 317-321.
37. Anfurrutia F.I. Visual Programming Environments for Object Oriented Programming: Acceptance and Effects on Student Motivation // IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. — 2017. — Vol. 12, № 3. — P. 124-131.
38. Garzon E.M. Improving students motivation for the computer architecture // Proc. of the 6th International Conference on Education and New Learning Technologies. — 2014. — P. 3805-3810.
39. Echeverría L. Using a learning analytics manager for monitoring of the collaborative learning activities and students' motivation into the Moodle system // Proc. of the 11th Colombian Computing Conference. — 2016. — P. 1-8.
40. Ermolayev V., Keberle N., Borue S. Coursework Peer Reviews Increase Students’ Motivation and Quality of Learning // Proc. of the International Conference on ICT in Education, Research, and Industrial Applications. — 2012. — P. 177-194.
41. Johanyak Z.C. Real-World Software Projects as Tools for the Improvement of Student Motivation and University-Industry Collaboration // Proc. of the International Conference on Industrial Engineering, Management Science and Application. — 2016. — P. 1-4.
42. Kori K., Pedaste M., Altin H. et al. Factors That Influence Students' Motivation to Start and to Continue Studying Information Technology in Estonia // IEEE Transactions on Education. — 2016. — Vol. 59, № 4. — P. 255-262.
43. Lishinski A. Learning to Program: Gender Differences and Interactive Effects of Students' Motivation, Goals, and Self-Efficacy on Performance // Proc. of the Conference on International Computing Education Research. — 2016. — P. 211-220.
44. Nunes R.R. Enhancing Students’ Motivation to Learn Software Engineering Programming Techniques: A Collaborative and Social Interaction Approach // Proc. of the International Conference on Universal Access in Human-Computer Interaction. Access to Learning, Health and Well-Being. — 2015. — P. 189-201.
45. Serrano-Cámara L.M. An evaluation of students’ motivation in computer-supported collaborative learning of programming concepts // Computers in Human Behavior. — 2017. — Vol. 31. — P. 499-508.
46. Urquiza-Fuentes J., Paredes-Velasco M. Investigating the effect of realistic projects on students' motivation, the case of Human-Computer interaction course // Computers in Human Behavior. — 2017. — Vol. 27. — P. 692-700.
47. Velázquez-Iturbide J.Á., Hernán-Losada I., Paredes-Velasco M. Evaluating the Effect of Program Visualization on Student Motivation // IEEE Transactions on Education. — 2017. — Vol. 60, № 3. — P. 238 - 245.
48. Su C.-H. The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study // Multimedia Tools and Applications. — 2016. — Vol. 75, № 16. — P. 10013–10036.
49. Ryan R.M., Deci E. L. Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist. — 2000. — Vol. 55, № 1. — P. 68-78.
50. Corno L. The metacognitive control components of self-regulated learning // Contemporary Educational Psychology. — 1986. — Vol. 11, № 4. — P. 333-346.
51. Wigfield A. Expectancy-value theory of achievement motivation: A developmental perspective // Educational Psychology Review. — 1994. — Vol. 6, № 1. — P. 49-78.
52. Beck R.C. Motivation: Theories and Principles (5th ed.). — Boston, MA: Pearson Academic. — 2003.
53. Lent R.W., Brown S. D., Hackett G. Towards a unifying social cognitive theory of career and academic interest, choice, and performance // Journal of Vocational Behavior. — 1994. — Vol. 45. — P. 79-122.
54. Atkinson J., Norman F. A Theory of Achievement Motivation. Vol. 6. — Wiley. — 1966. — 392 p.
55. Keller J.M. Motivational design of instruction // Instructional-design theories and models: An overview of their current status. C.M. Reigeluth (Ed.). — 1983. — Hillsdale, NJ: Lawrence Erlbaum. — P. 386-434.
56. Perkins, D. N. Conditions of learning in novice programmers // Studying the novice programmer. E. Soloway & J. C. Sphorer (Eds.). Hillsdale: Lawrence Erlbaum Associates. — 1989. — P. 261-279.
57. Datsun N.N., Urazaeva L.Ju. Modeli obuchajushhihsja massovyh otkrytyh onlajn kursov // Sovremennye informacionnye tehnologii i ИТ -obrazovanie. — 2015. — T. 1, № 11. — S. 225-233.
58. European e-Competence Framework 3.0. A common European Framework for ICT Professionals in all industry sectors. CWA 16234:2014. Part 1. [электронный ресурс] // URL: http://www.ecompetences.eu/wp-content/uploads/2014/02/European-e-Competence-Framework-3.0_CEN_CWA_16234-1_2014.pdf (дата обращения 25.08.2017).
Опубликована
2017-12-03
Как цитировать
ДАЦУН, Наталья Николаевна; ЮСУПОВНА, Уразаева Лилия.
МОТИВАЦИЯ ОБУЧАЮЩИХСЯ ИТ-ДИСЦИПЛИНАМ.
Современные информационные технологии и ИТ-образование, [S.l.], v. 13, n. 4, p. 9-22, dec. 2017.
ISSN 2411-1473. Доступно на: <http://sitito.cs.msu.ru/index.php/SITITO/article/view/260>. Дата доступа: 24 apr. 2024
doi: https://doi.org/10.25559/SITITO.2017.4.466.
Раздел
ИТ-образование: методология, методическое обеспечение
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Редакционная политика журнала основывается на традиционных этических принципах российской научной периодики и строится с учетом этических норм работы редакторов и издателей, закрепленных в Кодексе поведения и руководящих принципах наилучшей практики для редактора журнала (Code of Conduct and Best Practice Guidelines for Journal Editors) и Кодексе поведения для издателя журнала (Code of Conduct for Journal Publishers), разработанных Комитетом по публикационной этике - Committee on Publication Ethics (COPE). В процессе издательской деятельности редколлегия журнала руководствуется международными правилами охраны авторского права, нормами действующего законодательства РФ, международными издательскими стандартами и обязательной ссылке на первоисточник.
Журнал позволяет авторам сохранять авторское право без ограничений. Журнал позволяет авторам сохранить права на публикацию без ограничений.
Издательская политика в области авторского права и архивирования определяются «зеленым цветом» в базе данных SHERPA/RoMEO.
Все статьи распространяются на условиях лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная, которая позволяет другим использовать, распространять, дополнять эту работу с обязательной ссылкой на оригинальную работу и публикацию в этом журналe.
