magistrsko delo
Luka Uršič (Author), Melita Puklek Levpušček (Mentor)

Abstract

Pojav novega koronavirusa SARS-CoV-2 po vsem svetu je vplival na številna področja človekovega delovanja, še posebej velik vpliv pa je imel na področje vzgoje in izobraževanja. Od šolarjev, njihovih staršev in učiteljev je zahteval hitre prilagoditve, saj se je izobraževanje zelo hitro prestavilo na splet. Namen raziskave je bil ugotoviti, kakšna stališča imajo šolarji in njihovi starši do učenja na daljavo v izrednih razmerah. Pri šolarjih nas je zanimalo, katere učne strategije so uporabljali pred epidemijo in katere med njo, pri starših pa nas je zanimalo, kako in na kakšen način se vključujejo v izobraževanje svojih otrok pred in med epidemijo. V raziskavo, ki je bila opravljena v zadnjih petih tednih šolanja na daljavo med prvim valom epidemije covida-19 v maju 2020, je bilo vključenih 358 učencev zadnje triade osnovne šole in dijakov ter 495 staršev šolarjev istega starostnega razpona. V raziskavo je bilo prav tako vključenih 133 povezanih parov šolar-starš. Rezultati so pokazali, da so se šolarji in njihovi starši med šolanjem na daljavo soočali z najrazličnejšimi težavami - šolarji poročajo predvsem o pomanjkanju stika s svojimi sošolci, starši pa o težavah z usklajevanjem med delom in pomočjo pri šolskem delu, o težavah v primeru več šoloobveznih otrok ter o težavah z motiviranjem za šolsko delo. Starši v splošnem pouk na daljavo v primerjavi s poukom v razredu ocenjujejo kot bolj zapletenega in težavnega, strinjajo se, da so šolarji pridobili manj znanja, ki je bilo tudi manj utrjeno. S tem se strinjajo tudi šolarji, ki prav tako poročajo, da je pouk na daljavo manj motivirajoč. Kljub temu šolarji poročajo o pozitivnih vidikih tovrstnega šolanja, in sicer da so postali med šolanjem na daljavo bolj samostojni, tako starši kot šolarji pa se strinjajo, da bo postal takšen način pouka v prihodnosti pomemben. Šolarji poročajo, da so med šolanjem na daljavo v primerjavi s klasičnim poukom v razredu pomembno pogosteje uporabljali strategije elaboracije, prav tako poročajo o zmanjšanju truda za šolsko delo. Starši na drugi strani poročajo o pomembno višjem aktivnem vključevanju in spodbujanju samostojnosti med epidemijo v primerjavi z obdobjem pred epidemijo. Ugotovili smo tudi, da so ocene pouka na daljavo med starši in šolarji znotraj iste družine večinoma skladne.

Keywords

COVID-19;učenje na daljavo;učenci;starši;stališča;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL FF - Faculty of Arts
Publisher: [L. Uršič]
UDC: [37.015.3:37.018.43:616-036.22](043.2)
COBISS: 78717955 Link will open in a new window
Views: 322
Downloads: 171
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Other data

Secondary language: English
Secondary title: Perspective of students and parents on distance learning during the Covid-19 epidemic
Secondary abstract: The emergence of the new coronavirus SARS-CoV-2 throughout the world has affected many areas of human activity and has had a particularly large impact on education. It required students, their parents, and teachers to make rapid adjustments as education moved online very quickly. The aim of the research was to find out what the attitudes of students and their parents were towards emergency distance education. For students, we were interested in what learning strategies they used before and after the epidemic, and for parents, how and in what ways they were involved in their children's education before and during the epidemic. The study, conducted during the last five weeks of distance education during the first wave of the Covid-19 epidemic in May 2020, included 358 students from the last triad of primary and high school students and 495 parents of school-aged children in the same age group. 133 related student-parent pairs were also included in the study. Results showed that students and their parents faced a number of problems during distance education - students reported a lack of contact with classmates, whilst parents reported having the most difficulty coordinating between work and remote schooling of their child, more school-age children, and more difficulty motivating their child to complete school work at home. Parents generally consider distance education to be more complicated and difficult than traditional classroom instruction and believe that students have acquired less knowledge, which is also less consolidated. Students also agree with that statement and add that distance education is less motivating. Nevertheless, students reported positive aspects of this type of schooling, namely that they have become more independent during distance education, and both parents and students agree that this type of schooling will become important in the future. Students report using elaboration strategies significantly more often during distance education than during traditional classroom instruction, and they also report exerting less effort on schoolwork. Parents, on the other hand, report significantly higher active engagement and promotion of independence during the epidemic compared to previously. We also found that evaluations of distance education were largely consistent between parents and school children within the same family.
Secondary keywords: COVID-19;distance education;students;parents;attitudes;masters theses;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. v Ljubljani, Filozofska fak., Oddelek za psihologijo
Pages: 71 str.
ID: 13555677