Contemporary trends in adult education research in Yugoslavia

While several have written about the connection between life experience and learning, there is little in the literature that explicitly deals with how a particular life experience can become a significant learning experience for one person, but not another. This qualitative study examines the underlying structure of the significance of life‐experience learning. Open‐ended responses to a question about one's significant learning experiences were collected from 405 adults. In addition, 19 interviews were conducted to probe more deeply about individuals’ learning experiences and the significance they held for the learner. Findings suggest that for learning to be significant: (1) it must personally affect the learner, either by resulting in an expansion of skills, sense of self, or life perspective, or by precipitating a transformation; and (2) it must be subjectively valued by the learner.     

Students’ perspective on the first programming language: C-like or Pascal-like languages?

The choice of the first programming language (FPL) has been a controversial issue for several decades. Nearly everyone agrees that the FPL is important and affects students’ subsequent education on programming. The study presented in this article investigates the suitability of various C-like and Pascal-like programming languages as a FPL. Students from three Universities express their perceptions on the FPL through a specially designed questionnaire. The students had been introduced to programming using different FPLs and having experience on more than one language and formulated two distinct groups: a group introduced to programming with a C-like and another with a Pascal-like language. The statistical analysis of the data collected showed that the choice of the FPL does not have a deep impact on difficulties that novices may experience when learning the basics of programming. However, this result was recorded in the context of three distinct programming courses that were positively evaluated by students in relation to their content, organization and quality. Consequently, this study indicates that the overall quality of the course and the instructors have a great impact on a smooth introduction to programming no matter what the FPL is.     

Technology enhanced learning in programming courses – international perspective

Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity, problem solving and critical thinking in student-centered, interactive learning environments. In this paper, experiences from object-oriented programming (OOP) courses that are taught in three institutions from three different European countries are presented and compared. The courses are based on Java and are delivered in the second year of studies, after students have attended an introductory programming course. The emphasis is given on TEL approaches and accompanying tools and services, focusing mainly on Learning Management Systems (LMS). Our students completed an appropriate questionnaire to evaluate the importance and utilization of TEL services that are used or planned to be used at the programming courses. The results of statistical analysis of collected data show that students from all three institutional groups consider organizational services provided by TEL tools as much or very much important in their education, while communicational services are rarely used. Using non-parametric statistical tests we studied the similarities and differences in perceived importance of TEL services among students from different institutional groups.     

Basic parameters of the static stability,loads and strength of the vital parts of a bucket wheel excavator’s slewing superstructure

Determining a bucket wheel excavator (BWE)’s slewing superstructure weight and its center of gravity (COG) is of extreme importance not only in the design phase, but also after the completion of the erection process and during the operation of the machine. This paper presents a critical comparative analysis of the basic parameters of the static stability of a BWE 1600 superstructure, with the parameters being obtained by both analytical and experimental procedures. The analysis shows that a relatively small difference in superstructure mass, obtained by calculation, leads to a relatively large unfavorable shifting of its COG, necessitating a significant increase in counterweight mass for balancing. A procedure for superstructure 3D model mass correction is presented based on results obtained by weighing after the completion of the erection process. The developed model provides enough accuracy to determine the superstructure’s COG in the entire domain of the bucket wheel boom inclination angle, and enables accurate load analysis of the superstructure’s vital parts. The importance of this analysis is reinforced by the finding that the procedure prescribed by standard DIN 22261-2 gives results which are not on the side of safety, as shown by an example of strength analysis of a bucket wheel boom stays’ end eyes.