magistrsko delo
Sabina Ograjšek (Author), Milena Ivanuš-Grmek (Mentor)

Abstract

V zadnjih letih slovenski visokošolski prostor doživlja številne spremembe, ki so povezane predvsem z vpeljavo bolonjskega sistema študija in s pobudami za poučevanje osredinjeno na študenta. Skladno z vsemi spremembami, pri čemer imamo v mislih predvsem kurikularne reforme, dostopnost študija, mednarodno odprtost visokega šolstva, vseživljenjsko učenje, povezovanje študija z gospodarstvom, vprašanje kakovosti in podobno, se spreminjata tudi načrtovanje in izvedba visokošolskega pouka. V magistrskem delu smo se osredotočili na pregled stanja na področju vpeljave inovativnih in prožnih oblik učenja in poučevanja v visokošolsko izobraževanje. Natančneje, usmerili smo se v preučevanje pogleda študentov Univerze v Mariboru na izvajanje visokošolskega pouka, pri čemer smo se osredotočili na naslednje delne probleme: raba učnih metod in oblik pri izvajanju visokošolskega pouka, aktivno poučevanje in učenje ter preverjanje in ocenjevanje znanja. V raziskavi je sodelovalo 212 študentov različnih študijskih programov prve in druge bolonjske stopnje Univerze v Mariboru. Podatke smo zbirali z anonimnim anketnim vprašalnikom, v katerem prevladujejo vprašanja zaprtega in polodprtega tipa ter opisne ocenjevalne lestvice. Za obdelavo podatkov smo uporabili deskriptivno in kavzalno-ne eksperimentalno metodo empiričnega pedagoškega raziskovanja. Za področje rabe učnih metod in oblik smo ugotovili, da pri izvedbi visokošolskega pouka prevladujejo predavanja in frontalna učna oblika. Prožne oblike poučevanja, kot so delo v dvojicah, skupinsko ali individualno delo, so večinoma prisotne na vajah. Za poučevanje osredinjeno na študente se je izkazalo, da študentje zaznavajo prisotnost le nekaterih dimenzij aktivnega poučevanja in učenja, kot so povezovanje novih vsebin z njihovim predznanjem, s praktičnimi primeri, spodbujanje k lastni organizaciji učenja, k uporabi informacijsko-komunikacijske tehnologije, k predhodni pripravi na študijski proces in vključevanje različnih primerov, ki so jim v pomoč pri osmišljanju znanja. Za preverjanje in ocenjevanje znanja smo ugotovili, da izpit še vedno predstavlja prevladujočo obliko preverjanja in ocenjevanja znanja, ki pa se dopolnjuje tudi z drugimi oblikami, večinoma s kolokviji, oceno seminarskega referata in oceno seminarske predstavitve. Z nadaljnjo analizo smo za omenjene vsebinske sklope zaznali tudi nekaj statistično značilnih razlik tako glede na smer kot tudi glede na stopnjo študija.

Keywords

magistrska dela;visokošolski pouk;učne metode in oblike;na študente osredinjeno poučevanje;preverjanje in ocenjevanje znanja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [S. Ograjšek]
UDC: 378.147:37.091.279.7(043.2)
COBISS: 16966659 Link will open in a new window
Views: 760
Downloads: 296
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Other data

Secondary language: English
Secondary title: Innovative and flexible forms of teaching and learning in different study prohrams of the University of Maribor
Secondary abstract: In recent years, the Slovenian higher education area has undergone several changes, mainly related to the Bologna process and student-centered learning initiatives. In line with all the changes, such as curricular reforms, accessibility of study, international openness of higher education, lifelong learning, linking studies with the economy, quality issues, and the like. The planning and performance of higher education are changing as well. In the master's thesis, we focused on the state of play regarding the introduction of innovative and flexible forms of learning and teaching in higher education. Specifically, we focused on examining students' views of the University of Maribor on the introduction of higher education, focusing on the following partial problems: the use of teaching methods and forms in the introduction of higher education, active teaching and learning and assessment of knowledge. In the present study, 212 students from both undergraduate and postgraduate study programs of the University of Maribor participated. The data was collected under anonymity with closed-ended questions, Likert scales, and ranking questions. A descriptive and causal non-experimental method of empirical pedagogical research was used to process the data. As regards to the use of teaching methods and forms, we found out that, according to the students, the lecture method and frontal teaching are the most used ways of teaching in higher education. Flexible forms of teaching, such as working in pairs, group or individual work, are mostly present in tutorial classes, for student-centered learning results showed that students perceive the presence of only some dimensions of active teaching and learning, such as linking new content with their background, with practical examples, encouraging their learning organization, the use of information and communication technology, pre-preparation of the study process and the integration of various examples to help them make sense of their knowledge. For assessment of the knowledge, we found out that the exam is still the dominant form of assessment of the knowledge, which is complemented by other forms, mostly with colloquiums, a grade of seminar work and a grade of a seminar presentation. Further analysis revealed some statistically significant differences for the mentioned content sets, both in terms of a direction and a degree of study.
Secondary keywords: master theses;higher education;teacgung methods and forms;student-centered learning;assessment of knowledge;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: XIV f., 132 str.
ID: 11557228