@article{MTMT:34686342,
	title = {The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students},
	url = {https://m2.mtmt.hu/api/publication/34686342},
	author = {Köpeczi-Bócz, Tamás},
	doi = {10.3390/educsci14030240},
	journal-iso = {EDUC SCI},
	journal = {EDUCATION SCIENCES},
	volume = {14},
	unique-id = {34686342},
	issn = {2227-7102},
	abstract = {Our study investigated the effects of combining project-based learning (PBL) and flipped classroom (FC) methods in university education on the learning motivation and learning outcomes of students at the bachelor (BSc), master (MSc), and higher vocational education and training (HVET) levels. We aimed to explore how these modern teaching methods can influence students’ performance and motivation at different levels of education. The research used cross-sectional analysis and quantitative methods to evaluate the impact of FC and combined PBL and FC methods. This study followed groups of students for two academic years, comparing their results with control groups that did not benefit from the combined teaching method but were studied in a same FC environment. The results showed that students at the BSc and HVET levels significantly improved their learning motivation and achievement by combining PBL and FC methods (BSc: p = 0.0001248, HVET: p = 0.0485), while at the MSc level, this effect was not significant (p = 0.1000). These data support that an effective combination of PBL and FC methods can improve learning motivation and outcomes at certain levels of education, but further research is needed better to understand the effects for students at the MSc level.},
	year = {2024},
	pages = {240},
	orcid-numbers = {Köpeczi-Bócz, Tamás/0000-0003-3999-1676}
}

@CONFERENCE{MTMT:34354239,
	title = {Oktatáspolitikai célkitűzések változása az elmúlt 70 évben},
	url = {https://m2.mtmt.hu/api/publication/34354239},
	author = {Köpeczi-Bócz, Tamás},
	booktitle = {Agria Média 2023 ICI 17},
	unique-id = {34354239},
	year = {2023},
	pages = {60}
}

@misc{MTMT:34354076,
	title = {Project-Based University Education's Global Opportunities in Specific Topics of Natural Lake Protection and Sustainable Water Management},
	url = {https://m2.mtmt.hu/api/publication/34354076},
	author = {Köpeczi-Bócz, Tamás},
	unique-id = {34354076},
	year = {2023}
}

@book{MTMT:34347921,
	title = {Higher Education - Reflections From the Field - Volume 1. Reshaping Blended Learning after the COVID-19 Period in Higher Education},
	url = {https://m2.mtmt.hu/api/publication/34347921},
	isbn = {9781837685387},
	author = {Köpeczi-Bócz, Tamás},
	doi = {10.5772/intechopen.104242},
	editor = {Waller, Lee and Kay Waller, Sharon},
	publisher = {InTech Open Access Publisher},
	unique-id = {34347921},
	year = {2023},
	orcid-numbers = {Köpeczi-Bócz, Tamás/0000-0003-3999-1676}
}

@CONFERENCE{MTMT:34354300,
	title = {Kooperatív tanulás Moodle támogatással},
	url = {https://m2.mtmt.hu/api/publication/34354300},
	author = {Köpeczi-Bócz, Tamás},
	booktitle = {Felsőoktatási LLL: Új kihívások és megoldások – A modellváltás és COVID Pandémia hatásai},
	unique-id = {34354300},
	year = {2022},
	pages = {141}
}

@inproceedings{MTMT:34354196,
	title = {Intergenerational, project-based education at University of Tokaj},
	url = {https://m2.mtmt.hu/api/publication/34354196},
	author = {Köpeczi-Bócz, Tamás},
	booktitle = {Tokaj Wine Congress: International Congress on Sustainable Viticulture and Oenology},
	unique-id = {34354196},
	year = {2022},
	pages = {220}
}

@inproceedings{MTMT:34354178,
	title = {Is bulk-wine an opportunity for wine producers in emerging regions?},
	url = {https://m2.mtmt.hu/api/publication/34354178},
	author = {Köpeczi-Bócz, Tamás},
	booktitle = {Tokaj Wine Congress: International Congress on Sustainable Viticulture and Oenology},
	unique-id = {34354178},
	year = {2022},
	pages = {140}
}

@misc{MTMT:34354112,
	title = {Bianca Wine Syndrome},
	url = {https://m2.mtmt.hu/api/publication/34354112},
	author = {Köpeczi-Bócz, Tamás},
	unique-id = {34354112},
	year = {2022}
}

@article{MTMT:31666072,
	title = {Learning Portfolios and Proactive Learning in Higher Education Pedagogy},
	url = {https://m2.mtmt.hu/api/publication/31666072},
	author = {Köpeczi-Bócz, Tamás},
	doi = {10.3991/ijep.v10i5.13793},
	journal-iso = {INT J ENG PEDAG},
	journal = {INTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY},
	volume = {10},
	unique-id = {31666072},
	abstract = {Abstract - The study presents the results of an experiment in methodological development in vocational teacher training. The author describes his own professional experience based on a four-year higher education pedagogical experiment. The experiment was carried out within the framework of a four-semester specialist teacher training program with a degree but no pedagog-ical qualification. Students on the course have usually undertaken several years of internship, and several of them are instructors in vocational training, adult education, or higher education. From a pedagogical point of view, the experiment presented in the article is also special because it presents the in-service training of teachers who teach in secondary education within a univer-sity framework. Based on feedback from previous years, students considered the obligation to prepare diploma dissertations to be either a formal obligation only, or a “necessary evil.” The diploma dissertation that concludes the course takes the form of a professional dissertation, the topic of which is defined by the department and selected by the student, and represents the man-datory and almost exclusive form of individual assessment related to the student's final exam. The four-year higher-education pedagogical experiment described in the article presents the first results of a method for replacing the diploma thesis with the preparation of a portfolio. The arti-cle shows what kind of pedagogical change in methods a portfolio-type diploma thesis requires, and what the important elements of this are. It shows the effectiveness of assessment based on a portfolio-based dissertation using feedback from students from the last four years of the course, the former which was integrated into a proactive pedagogical framework in a comprehensive way during the experiment. The article also sets out the general conditions for doing this that may be relevant for other training courses, in particular in engineering and the social sciences.
		The topicality of the article is also strengthened by social and professional expectations sur-rounding higher education. Consequently, the author of the article presents this experiment in higher education pedagogical design not as an opportunity, but as an essential innovation.},
	year = {2020},
	eissn = {2192-4880},
	pages = {34-48},
	orcid-numbers = {Köpeczi-Bócz, Tamás/0000-0003-3999-1676}
}

@{MTMT:31095503,
	title = {Portfólió alapú értékelés a szakmai tanárképzésben},
	url = {https://m2.mtmt.hu/api/publication/31095503},
	author = {Köpeczi-Bócz, Tamás},
	booktitle = {Reflexiók néhány magyarországi pedagógia-releváns kontextusra},
	unique-id = {31095503},
	year = {2020},
	pages = {349-357}
}