<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ján  Záhorec</style></author><author><style face="normal" font="default" size="100%">Alena  Hašková</style></author><author><style face="normal" font="default" size="100%">Michal  Munk</style></author><author><style face="normal" font="default" size="100%">Martin  Bílek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">QUALITY ASSURANCE OF INFORMATICS EDUCATION WITHIN TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">career profiles</style></keyword><keyword><style  face="normal" font="default" size="100%">curricula innovation</style></keyword><keyword><style  face="normal" font="default" size="100%">evaluation of the education</style></keyword><keyword><style  face="normal" font="default" size="100%">informatics education</style></keyword><keyword><style  face="normal" font="default" size="100%">quality assurance</style></keyword><keyword><style  face="normal" font="default" size="100%">tertiary education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1524597729.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the key issues of the EU educational policy is quality assurance. The presented research represents a contribution to solving the issue of quality assurance of informatics education on the tertiary level of education in economy and managerial study fields. Within the research current state of informatics education in selected economy and managerial study programmes was analysed based on students` views and opinions. Necessary research data were collected through questionnaire survey respondents, who were students of the relevant study programmes in the Slovak and Czech Republics. The paper presents in more detail results of the questionnaire part which was focused on finding out how the students evaluate informatics education incorporated in their pre-graduate education considering its relevance to their study and career profiles. Another task of the research was to find out whether the students` evaluations depend on their gender and study specializations, and also whether there are some differences in the evaluations done by the students of the same or at least similar study programmes studying either in Slovakia or in the Czech Republic. As the results showed, students of the economy and managerial study programmes do not connect their future career with the information technologies and they do not have ambitions to be employed in the IT area. But at the same time, they are aware of the fact that the knowledge and skills obtained within their informatics preparation are important for their everyday life and future career. On the other hand, they are not satisfied with the quality of the informatics subjects they are taught. So, to assure the quality of their pre-gradual preparation does not mean only to innovate curricula of the informatics preparation but also to deal with the issues of an efficient transfer of these curricula content to students.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">250-278</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Viera   Palmárová</style></author><author><style face="normal" font="default" size="100%">Gabriela   Lovászová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MOBILE TECHNOLOGY USED IN AN ADVENTUROUS OUTDOOR LEARNING ACTIVITY: A CASE STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">informatics education</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413726797.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Digital devices like smart phones, tablets, PDAs and GPS navigators provide teachers in primary and secondary schools with new and attractive chances to teach in a constructivist/constructionist way. The research was aimed at designing an engaging outdoor learning activity based on collaboration and active using of mobile technology. The suggested learning activity was inspired by a real-world treasure hunting game called Geocaching and was realized with 2 groups of pupils aged 10-14. Children used a GPS-enabled PDA to navigate from their current location to another. They encountered various types of problems while collecting hints needed to calculate the final location of a hidden container. Even collaboration between competing teams was necessary in order to succeed. The case study gives an example of a well-designed constructivist/constructionist learning activity with special focus on informatics education but can be easily adapted for using in any other school subject or some after-school context as well. The adventurous and competitive nature of the learning activity resulted in high intrinsic motivation to learn, so the educational objectives could be reached effectively. Reported findings are grounded in observations made during the learning activity as well as the interviews with participants.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">64-71</style></section></record></records></xml>