Poučevanje v paru s študentom - uspešen eksperiment na Fakulteti za varnostne vede Univerze v Mariboru

Zala Žvab (Author), Matevž Bren (Author)

Abstract

Namen prispevka: Predstavili bomo kvazieksperiment »Poučevanje v paru s študentom« pri predavanjih statistike na dodiplomskem univerzitetnem študiju na Fakulteti za varnostne vede Univerze v Mariboru (FVV UM). Eksperiment smo izvajali v okviru internega projekta tri zaporedna leta. Skupno poučevanje – v paru učiteljev ali učitelj-študent je v svetu že preizkušeno in tudi uveljavljeno (Gray in Harrison, 2003). Ponuja mnoge prednosti, predvsem pa omogoča takojšnje učinkovito vrednotenje metod poučevanja, zastavljenih nalog in dosežkov študentov ter prispeva k boljši komunikaciji. Metode: Kvazieksperiment »Poučevanje v paru s študentom« smo izvedli v študijskih letih 2010/11, 2011/12 in 2012/13. Dosežki študentov (oddane domače naloge, izvedeni seminarji, dosežene točke s sprotnim študijem) ter njihova pozitivna mnenja, zbrana z anketo in fokusnimi skupinami, predstavljajo osnovo za merjenje uspešnosti eksperimenta. Enako tudi pozitivna izkušnja tako profesorja kot tutorke, soavtorice članka, študentke magistrskega programa FVV, ki je sodelovala pri poučevanju. Izvajanje kvazieksperimenta tri zaporedna leta nam je omogočilo zbrati zadostno število podatkov za izvedbo faktorske analize in s tem tudi testov preverjanja hipotez. Ugotovitve: Z zbranimi podatki eksperimentalne skupine zastavljeni hipotezi raziskave, da poučevanje v paru prinese: več sodelovanja in sprotnega študija študentov in pozitivnejši odnos študentov do predmeta, nismo zavrnili. Pa tudi mnenjska anketa in zaključki razprav v fokusnih skupinah potrjujejo rezultate ostalih raziskav o prednostih poučevanja v paru. Omejitve/uporabnost raziskave Veljavnost rezultatov raziskave je v prvi vrsti omejena z nenaključno določeno eksperimentalno skupino, saj bi delitev študentov in dvojno izvajanje predavanj povzročilo stroške. Druga omejitev pa je razmeroma majhno število sodelujočih študentov. Praktična uporabnost: Prikaz uspešnosti poučevanja v paru s študentom kot spodbuda za uporabo te metode poučevanja tudi pri drugih predmetih na Fakulteti za varnostne vede, kakor tudi v širšem akademskem okolju. Izvirnost/pomembnost prispevka: Pomembnost prispevka je v eksperimentu in nezavrnitvi hipotez o učinkovitosti poučevanja v paru s študentom, v potrditvi (tuje) dobre prakse poučevanja v paru ter v priporočilu in spodbudi za uveljavitev tovrstnega poučevanja v slovenski akademski praksi.

Keywords

poučevanje;poučevanje v paru;študenti;učinkovitost;dosežki;kvazieksperiment;

Data

Language:	Slovenian
Year of publishing:	2015
Typology:	1.01 - Original Scientific Article
Organization:	UM FVV - Faculty of Criminal Justice
UDC:	37.091.3
COBISS:	3014122
ISSN:	1580-0253
Parent publication:	Varstvoslovje
Views:	469
Downloads:	28
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Team Teaching with a Student – A Successful Experiment at Faculty of Criminal Justice and Security, University of Maribor
Secondary abstract:	Purpose: A quasi-experiment »Team teaching with a student« in the undergraduate statistics course at the Faculty of Criminal Justice and Security, University of Maribor (FCJS UM) will be presented. The quasi-experiment was performed for three consecutive years. The teacher-teacher or teacher-student team teaching is already known and well established in the academic practice abroad (Gray and Harrison, 2003). It puts forward many advantages as improved teacher-students communications and an immediate evaluation of teaching methods, education tasks and students’ achievements. Design/Methods/Approach: The quasi-experiment »Team teaching with a student« was performed for three consecutive academic years 2010/11, 2011/12 and 2012/13. Students’ achievements (home tasks, students’ seminars, extra bonus points for extra students’ work) and theirs positive judgements gathered with the survey and focus groups represent the basis for quasi-experiment efficiency evaluation. Also positive experiences of the teacher and the tutor (student of the postgraduate studies at the FCJS UM and co-author of the article) are accounted for. Performing this quasi-experiment for three consecutive years provided enough quantitative data for the factor analyses and further hypotheses testing. Findings: Using the data gathered for the experimental group the hypotheses that team teaching brings more students’ engagement and collaboration in everyday tasks and more positive attitude towards statistics course were not refused. Also the students’ survey and focus groups’ findings confirm results of other studies on the benefits of teacher-student team teaching. Research Limitations / Implications: The validity of the results of the performed quasi-experiment can be called into question due to the absence of a random division of students into the experimental and the control group (this would result in double course costs) and the limited number of students involved. Practical Implications: The exemplified efficiency of the teacher-student team teaching can be used as a stimulus for introducing this teaching practice also at other courses at the FCJS UM and into the broader academic environment. Originality/Value: Value of this article lies in the experiment and hypotheses showing that the good foreign practice of team teaching could and should be applied and in the recommendation to include it into the everyday academic practice.
Secondary keywords:	team teaching;students;quasi-experiment;teaching effectiveness;achievements;
Type (COBISS):	Scientific work
Pages:	str. 371-389
Volume:	ǂLetn. ǂ17
Issue:	ǂšt. ǂ3
Chronology:	2015
ID:	11544013