"Finally, these will replace the real laboratories" |
|
"Finally, these will replace the study books" |
|
"The teacher will explain less the course" |
|
"I will go less often to the courses" |
|
"I will be able to clearly see the basic notions, without asking the teachers" |
|
Results reported to the general mean of the countries
|
UCL |
UCv |
IST |
HEI |
"Finally, these will replace the real laboratories" |
- |
+ |
- |
- |
"Finally, these will replace the courses" |
-- |
++ |
- |
= |
"The teacher will explain less the course" |
= |
+ |
- |
++ |
"I will go less often to the courses" |
= |
= |
- |
+ |
"I will be able to clearly see the basic notions, without asking the teachers" |
+ |
= |
= |
+ |
Generally speaking, the students do not think that the multimedia tools will be a substitution (of the courses, laboratories etc.). Contrary, they rather consider these ones will provide answers to the basic questions, that they do not want or do not have the courage to ask to the teacher. The Romanian students are the ones who think the most that these tools will replace the courses and the laboratories; the Belgian students think the least this. The French students think the most that the multimedia tools will have an important influence on the relation with the teacher (they will participate rarely to the courses, they will receive less explanations…). This particular attitude of the French students must be related, probably, to the particular perception of the professor. The personal interviews of the students will allow identifying if this perception about substitution is a foreseen of the inexorable evolution, a wish or a fear. |
