Abstract: Bologna process has influenced enhancing studentcentered
learning in Estonian higher education since 2009, but there
is no information about what helps or hinders students to achieve
learning outcomes and how quality of student-centered learning
might be improved. The purpose of this study is to analyze two
questions from outcome-based course evaluation questionnaire which
is used in Estonian Entrepreneurship University of Applied Sciences.
In this qualitative research, 384 students from 22 different courses
described what helped and hindered them to achieve learning
outcomes. The analysis showed that the aspects that hinder students
to achieve learning outcomes are mostly personal: time management,
family and personal matters, motivation and non-academic activities.
The results indicate that students- learning is commonly supported by
school, where teacher, teaching and characteristics of teaching
methods help mostly to achieve learning outcomes, also learning
material, practical assignments and independent study was brought
up as one of the key elements.
Abstract: According to development of communications and
web-based technologies in recent years, e-Learning has became very
important for everyone and is seen as one of most dynamic teaching
methods.
Grid computing is a pattern for increasing of computing power
and storage capacity of a system and is based on hardware and
software resources in a network with common purpose. In this article
we study grid architecture and describe its different layers. In this
way, we will analyze grid layered architecture. Then we will
introduce a new suitable architecture for e-Learning which is based
on grid network, and for this reason we call it Grid Learning
Architecture. Various sections and layers of suggested architecture
will be analyzed; especially grid middleware layer that has key role.
This layer is heart of grid learning architecture and, in fact,
regardless of this layer, e-Learning based on grid architecture will
not be feasible.
Abstract: Educating effective architect designers is an important
goal of architectural education. But what contributes to students-
performance, and to critical and creative thinking in architectural
design education? Besides teaching architecture students how to
understand logical arguments, eliminate the inadequate solutions and
focus on the correct ones, it is also crucial to teach students how to
focus on exploring ideas and the alternative solutions and seeking for
other right answers rather than one. This paper focuses on the
enhancing architectural design education and may provide
implications for enhancing teaching design.