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Using learning management systems in business and economics studies in Hungarian higher education

机译：在匈牙利高等教育的商务和经济学研究中使用学习管理系统

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摘要

This paper explores all uses of LMS in teaching Business Mathematics in Hungarian undergraduate training from the point of view of the instructors. Since no similar survey had been carried out in Hungary earlier, the aim was to fill in this gap and to investigate which LMS systems are being used by the instructors, to what specific purposes and how intensively. The importance of this study is that it highlights the local correlations and shortcomings thus making the adoption of LMS systems in Business Mathematics more effective. The survey was carried out by using questionnaires compiled by the author (survey method). All the institutions of Business Mathematics were questioned, one instructor in each (N=28), so the data survey was comprehensive. The results of the article show that the proportion of instructors using LMS systems in undergraduate Business Mathematics training is lower than might be expected from the literature. Correlations have been demonstrated (elements characteristic of the country) with which the phenomena can be explained. This study shows -consistent with other studies - that LMS was commonly used by instructors for text-based communication and for delivering text-based learning materials. Even special tools and activities supporting mathematics are used for such purposes in a small number of cases; solutions outside the scope of LMS are used in a larger proportion.
机译：本文从讲师的角度探讨了LMS在匈牙利大学本科培训中的商务数学教学中的所有用途。由于之前没有在匈牙利进行过类似的调查，因此目的是填补这一空白，并调查教员正在使用哪些LMS系统，达到什么特定目的以及强度如何。这项研究的重要性在于，它强调了局部相关性和缺点，从而使LMS系统在商务数学中的采用更加有效。通过使用作者编写的调查表（调查方法）进行调查。对所有商业数学机构都进行了质询，每个机构都有一名讲师（N = 28），因此数据调查是全面的。文章的结果表明，在大学商务数学培训中使用LMS系统的讲师比例低于文献中预期的比例。已经证明了相关性（该国的元素特征），可以用来解释这种现象。这项研究表明-与其他研究一致-LMS被教员通常用于基于文本的交流和提供基于文本的学习材料。在少数情况下，甚至用于数学的特殊工具和活动也用于此类目的。 LMS范围之外的解决方案使用的比例更大。

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