Humanist myth in the context of the e-learning content receiver


The main goal of the work is creation of set of directives, both methodological and technical, providing the authors of remote learning courses and IT systems e-learning designers with guidance on specifics concerning students of humanistic faculties. While implementing the PJWST project called „Puzzles for Nomad - lifetime learning method in 21-st century”, the population of N=95 people ( NH = 50 humanistic faculties students and NS=45 of science faculties students) were tested. The results of the research made very probable the conjuncture stating that humanistic faculties graduates:

  • demonstrate more intuitive than rational personality;
  • do not prefer content presented in mathematical or logical form;
  • however they like puzzles and logic based games;
  • prefer the natural language content presentation over the symbolic one. At the same time it was observed that other preferences, connected among others with audio or video presentations, varied individually from one subject to another.

Based on results of the research the following methodological and technical directives were formulated:

  • while presenting the main educational content, it is preferable to avoid abstract symbolic explanations (like mathematical formulas and quantifiers) and to use as much as possible the features of natural language (such as rhetorical figures, analogies, descriptions, etc.); the IT system has to support different methods for design of content presentation, it must include a mechanism for identifying the user preferences and it has to be able to use this knowledge while presenting it;
  • while designing the didactic methods, it makes sense to utilize the potential of problem stream in order to form appropriate attitudes towards preferences while intuitively constructing hypothesis; the IT system should allow to model the problem stream implementing such supporting educational tools like: use - cases method, problem method, didactic discussion, didactic games and puzzles.

Additionally, the results of researches proved the division for „humanistic” and „scientific” minds to be a false one and not existing in reality. Though students of scientific and mathematical faculties usually identify with an idea of „scientific” mind; and students of humanistic and cultural faculties identify easily with the idea of „humanist”; in fact it does not prove the dichotomy. All students, in disregard to the type of studies, are able to identify to both „humanistic” and „scientific” ideas to a degree. The paper presents also restrictions of performed studies and limitations concerning the process of constructing methodological directives; in particular it is pointed out that methods, forms and didactic tools need to be first of all concerned with the goals of education and educational content, not based exclusively on the preferences or expectations of a student.

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