Statistical analysis of quantitative data gathered prior to the first user trials showed that there are a few significant differences between Croatian respondents and the respondents from other countries regarding their attitudes to the use and value of mobile technology in learning.
收集的數(shù)據(jù)的統(tǒng)計分析前定量實驗也表明,第一個用戶有幾個非常顯著的差異和克羅地亞的受訪者受訪者來自其他國家對他們的態(tài)度和價值的使用移動計算技術在學習.
However,there was a slight difference between Croatian and Austrian respondents,with Croatian students wanting more technology-assisted learning than Austrian students.
然而,會有一種輕微的區(qū)別,克羅地亞和奧地利的受訪者想要更多的“技術協(xié)助和克羅地亞的學生學習比奧地利的學生.
Furthermore,Croatian students spent less time using their computer on a daily basis than respondents from other countries.
此外,克羅地亞學生用他們的電腦,少花時間在每日的生活比受訪者來自其他國家.
The learning habits of the respondents were quite diverse.
學習習慣的回答者非常多樣化.
It is interesting,for example,that the learning habits of respondents from high schools in Croatia and Great Britain are diametrically opposed.
有趣的是,例如,學習習慣的受訪者來自高中在克羅地亞和英國是截然相反的.
Croatian students are somewhat conservative due to the still widely present ‘excathedra’ education policy in Croatia.
克羅地亞學生比較保守一些由于目前的excathedra仍廣泛的教育政策在克羅地亞的比賽.
Seventy-eight per cent of Croatian HE students and 90% of Croatian HS students prefer to learn alone,and only 10% prefer to learn as part of a group.
78歲的百分之克羅地亞他的學生和90%的克羅地亞HS學生喜歡學習,只有10%的人更喜歡獨自學習作為一組.
Other main learning habits include practice (32%),reading (22%) and speaking to others (21%).
其他主要的學習習慣包括實踐(32%),(22%)和口語閱讀別人(21%).
Further analysis of data gathered from the initial review questionnaire showed that although all respondents had little experience with e-learning systems,they did prefer delivery of lectures via technology.
進一步的分析從最初的評論收集的數(shù)據(jù)進行問卷調(diào)查,雖然所有受訪者的經(jīng)驗有限電子學習系統(tǒng),他們不喜歡交貨的講座通過技術.
The result,which identified a desire for an average of 35% of lessons delivered with technology,showed that students are aware of technology and future trends.
結果,確定了一個愿望的平均時間為35%的教訓交付與技術,表明,學生都意識到技術和今后的發(fā)展趨勢.
However,whilst only 3% of HS respondents would prefer the learning process to be fully delivered via technology,only 11% of HE and 6 % of HS students preferred only face-to-face delivery.
然而,而僅有3%的受訪者表示他們會喜歡HS學習過程中要充分發(fā)揮都將通過技術,只有11%的他和6 %對HS學生優(yōu)先只有面對面的交貨.
Respondents from all partner countries,including Croatian students,were somewhat sceptical about using mobile phones in the learning process.
所有的受訪者伙伴國家,包括克羅地亞的學生,都有點懷疑使用移動電話的學習過程.
Forty-four per cent of respondents did not know if mobile phone games could be used for education purposes and 34% thought that it was not possib
44個百分點的受訪者認為,他們不知道手機游戲可以被用于教育目的和34%認為這是不possib