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Journal Issue
Volume 15 Issue 3 / Jun 2017  pp199‑280

Editor: Jarmila Novotná, Antonín Jančařík

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Editorial for EJEL Volume 15 Issue 3  pp199‑199

Jarmila Novotná, Antonín Jančařík

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How Note‑Taking Instruction changes Student's Reflections upon their Learning Activity during a Blended Learning Course  pp200‑210

Minoru Nakayama, Kouichi Mutsuura, Hiroh Yamamoto

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Securing Trust, Roles and Communication in E‑Advising – Theoretical Inputs  pp211‑219

Ole Jørgen S. Ranglund, Anette Danielsen, Linda Kiønig, Tone Vold

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Model of Higher GIS Education  pp220‑234

Imrich Jakab, Michal Ševčík, Henrich Grežo

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Do Authors of Online Electronic Materials for Teaching Mathematics use Their Potential to use Non‑Stereotypical Cultural Settings?  pp235‑243

Hana Moraová

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Teaching Aids and Work With Models in e‑Learning Environments  pp244‑258

Kateřina Jančaříková, Antonín Jančařík

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GeoGebra Materials for LMS Moodle Focused Monge on Projection  pp259‑268

Věra Ferdiánová

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“The use of e‑learning and modern technologies is an integral part of teaching descriptive geometry” (Rankowski and Minaruth, 1979). Teachers often create Flash animations, websites and other interactive materials for their students using special tools and software; e.g. Cabri, GeoGebra or Construct 3D (García et al, 2007). There is an option of installing GeoGebra plugin within the frame of LMS Moodle, which results in having two important parts of self‑study in one place. Thus, it might be a solid background for creation of integrated materials, which should support the development of spatial imagination. However, “this is the ability most students lack, which results in having problems with understanding simple tasks in descriptive geometry” (Gittler and Judith, 1998), which also leads to the fact, that Monge projection is not a favourite topic for them. This article continues the paper (Ferdiánová and Poruba, 2016), in which paper models of basic tasks in Monge projection, designed as supportive material for teaching geometry, were presented. The aim of this paper is to introduce interactive materials for Monge projection, which are implemented into LMS Moodle, as well as show results of pilot research of influence of using these materials on students. Students have geometric tasks, anaglyph models and templates for creation of paper models, which were used for better visualisation of geometric relationships in space, at disposal. Outcomes of pilot research questionnaires and tests are processed by basic statistical methods, e.g. Wilcox test. Outcomes of pilot testing influence further changes of usage interactive materials and LMS Moodle in self‑study process. 


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Technology‑Capable Teachers Transitioning to Technology‑Challenged Schools  pp269‑280

Faiza Derbel

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