Journal on Efficiency and Responsibility in Education and Science

1-11

Authors: Jaklová Dytrtová, J., Jakl, M., Tlustoš, P.

The activity-aided teaching using e-learning program was assessed in students’ training in Agrochemistry subject in the first year of bachelor degree study at the Faculty of Agrobiology, Food and Natural Resources of Czech University of Life Sciences Prague. The e-learning program integrated with active methods had greater efficiency in the students’ education than in classical, formal teaching. The study was achieved on two groups of students; control group (with classical teaching) and tested group (with activated teaching). Students were distributed into groups randomly and the input knowledge in chemistry followed the Gaussian distribution. Basic students’ knowledge on general chemistry was very low on the average and did not correspond with the curricular programs for secondary schools established in the Czech Republic. Activated methods of Agrochemistry teaching consisted mainly from motivation, regularly repetition connected with homework and from usage of e-learning program for self-study. The teaching effectiveness was proved by students’ score from three particular tests and by effective progression and by relative progression. The score from particular tests was related to the score from the entrance test. There were two coefficients of the students’ progression defined properly, and are applicable for a numerical or percentage value. Students from the tested group achieved statistically significantly (α = 0.05) higher scores (186 points) than students in the control group (136 points) in all three particular tests. Evaluation according to effective progression and relative progression proved the higher progress in the tested group compare to the control group. The evaluation of teaching efficiency can be proved by effective as well relative progression. The effective progression was 55 % in tested group and 26 % in control group. Higher significance of tested students’ progression was shown on relative progression; 64 % in tested students and 19 % in control students. The e-learning teaching integrated with active methods can be recommended for higher education.

20-37

Authors: BEER, Daniela

This report gives an overview of the current Application Service Provider´s (ASP) market, especially the offered services. A questionnaire was sent to more than 20 companies which offer some kind of ASP / SaaS, but none of them replied. For this reason all comparisons were done only on the basis of their websites. Chapter three gives an overview of ASP and SaaS definitions, as well as describing the differences between the two. The analysis is focused on the comparison of Czech and foreign companies. Czech companies were compared in accordance with the survey. As the foreign companies offered all services inquired in the survey given to Czech companies, comparison was instead based on the classification of the kind of ASP models offered such as business ASP, enterprice ASP, functional oriented ASP, vertical market ASP and ASP aggregators. At the end of this report, some trends in the ASP market are mentioned.

44-52

Authors: MILDEOVÁ, Stanislava

Title of the monograph: Systems Approach to Knowledge Modelling. Authors: dr. Ludmila Dömeová; dr. Milan Houška; dr. Martina Houšková Beránková. Cover designer: Olga Čermáková. Interior designer: Roman Kvasnička. Publisher: Graphical Studio Olga Čermáková, Czech Republic. Place: Hradec Králové, Czech Republic. Year of publication: 2008. Number of pages: 282. Recommended price of the book: 39.90 EUR. First edition. Reviewer : dr. Stanislava Mildeová; Department of Systems Analysis, Faculty of Informatics and Statistics, University of Economics, Prague.

1-19

Authors: MULEJ, Matjaž

The school of today faces circumstances that differ very much from the ones in which the current educators have been educated as students, especially in the countries that are new members of the European Union as EU-27. Therefore, in order to manage knowledge in their school of today, one must understand the socio-economic development trends and their impact over the school as a subsystem of the emerging innovative society in which the innovative business leaves little or no room for the routine-loving behaviour of previous decades, centuries, and millennia. This contribution summarizes a dialectical system of this development trends and the resulting newly required attributes of the contemporary schools and teachers, but it does so on the level of provocation for readers’ creative and innovative thinking and action rather than on the level of any final answers. The Bologna Process seems to be an underused opportunity for innovation of higher education in Europe.

27-31

Authors: DÖMEOVÁ, Ludmila

The heart of most knowledge management (KM) strategies was and often is in technologies as data warehousing, dokument management, etc. The so called „second generation of KM“ is based on a knowledge life cycle with both demand and supply side. Many discussions of KM are on theoretical and conceptual level and that ´s why many practicioners do not consider the KM as a significant contribution to competitive advantage. I tis necessary to make the knowledge more concrete, readable and user friendly. For knowledge collection and codification we use knowledge maps – schemas or models of how we undestand the problems and how we take actions. The knowledge maps can be expressed in texts, charts, pictures, etc. The character of knowledge map is closely connected with appropriate containers of knowledge. The containers perspektive is important in the implementation strategy of organizational learning.