magistrsko delo
Lara Ciperle (Author), Mateja Dagarin Fojkar (Mentor)

Abstract

Epidemija covid-19 v Sloveniji je povzročila zaprtje vzgojno-izobraževalnih ustanov in posledično izobraževanje na daljavo. Tako je bilo ob vseh razglasitvah epidemije covid-19 v Sloveniji, in sicer med 1. valom (marec–maj 2020), 2. valom (november 2020–februar 2021) in 3. valom (1.–11. april 2021). Glavni cilj našega magistrskega dela je bil zato raziskati primerjavo poučevanja angleščine na daljavo med 1. in 2. valom v 1. vzgojno-izobraževalnem obdobju osnovne šole, z namenom, da bi ugotovili, ali je bilo poučevanje med 2. valom na podlagi pridobljenega znanja in izkušenj iz 1. vala kaj boljše. Tretjega vala zaradi krajšega trajanja v raziskavo nismo vključili. V teoretičnem delu smo se osredotočili na zgodnje poučevanje angleščine, uporabo informacijsko-komunikacijske tehnologije v izobraževanju in na izobraževanje na daljavo. V empiričnem delu pa smo s spletnim anketnim vprašalnikom, ki ga je izpolnilo 83 učiteljev razrednega pouka in učiteljev angleščine, ki so v šolskih letih 2019/20 in 2020/21 poučevali angleščino v 1. VIO OŠ, primerjali, kako je potekalo poučevanje angleščine na daljavo med 2. valom v primerjavi s 1. valom epidemije covid-19. Rezultati kažejo, da anketirani učitelji ocenjujejo kakovost poučevanja angleščine na daljavo med 2. valom bolje kot med 1. valom, vseeno pa jim je bilo poučevanje na daljavo v obeh obdobjih zahtevno in stresno. Učitelji so pri poučevanju med 2. valom pogosteje izvajali pouk angleščine na daljavo sinhrono, tj. z uporabo videokonferenčnih orodij, kot med 1. valom, ko je prevladoval asinhron pristop, tj. posredovanje gradiv in pisnih navodil za delo. Za poučevanje angleščine na daljavo so učitelji v obeh obdobjih uporabljali različno digitalno tehnologijo, kar je pripomoglo k temu, da so učitelji med 2. valom svoje digitalne kompetence vrednotili bolje kot med 1. valom. V obeh obdobjih poučevanja angleščine na daljavo so učitelji najbolj pogosto pri učencih razvijali poslušanje in slušno razumevanje, nekoliko redkeje govor in govorno sporočanje ter branje in bralno razumevanje, najredkeje pa pisanje in pisno sporočanje. Omenjene jezikovne spretnosti so učitelji razvijali z različnimi dejavnostmi, prilagojenimi za poučevanje na daljavo, ki so jih večinoma pogosteje izvajali med 2. valom kot med 1. Pri poučevanju angleščine na daljavo med 2. valom je večina učiteljev uporabljala orodja za sinhrono elektronsko komunikacijo in preverjala razumevanje znanja učencev z ustnimi odgovori učenca na vprašanja preko videokonferenc, med 1. valom pa je največ učiteljev uporabljalo asinhrono elektronsko komunikacijo in je preverjalo razumevanje znanja učencev s pregledovanjem rešenih nalog v zvezku. Angleščine na daljavo večina učiteljev v obeh obdobjih ni ocenjevala. Najpogosteje so bile kot prednosti poučevanja angleščine na daljavo omenjene izboljšanje digitalnih kompetenc učiteljev in učencev, prilagodljiva organizacija učenja in novi načini posredovanja učne snovi, kot najpogostejši izziv oz. ovire pa nesodelovanje in neodzivnost učencev in staršev, tehnične težave ter oteženo preverjanje razumevanja in spremljanja dela ter napredka učencev.

Keywords

epidemija covid-19;informacijsko-komunikacijska tehnologija;poučevanje angleščine;poučevanje na daljavo;prvo vzgojno-izobraževalno obdobje.;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [L. Ciperle]
UDC: 373.3(043.2)
COBISS: 164741635 Link will open in a new window
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Downloads: 1
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Other data

Secondary language: English
Secondary title: Comparison of English distance learning between wave one and wave two of the Covid 19 epidemic in the first period of primary education
Secondary abstract: The COVID-19 epidemic in Slovenia led to the closure of educational institutions and consequently a shift to remote learning. This occurred during all the declared COVID-19 epidemics in Slovenia, namely during the 1st wave (March–May 2020), the 2nd wave (November 2020–February 2021), and the 3rd wave (April 1–11, 2021). The main objective of our master's thesis was to investigate the comparison of remote English teaching between the 1st and 2nd waves in the 1st educational period of primary school, to determine whether teaching during the 2nd wave, was better, based on the knowledge and experience gained from the 1st wave. We did not include the 3rd wave in the study due to its shorter duration. In the theoretical part, we focused on early English language teaching, the use of information and communication technology in education, and remote learning. In the empirical part, we compared the process of remote English teaching during the 2nd wave to the 1st wave of the COVID-19 epidemic using an online survey questionnaire completed by 83 primary school teachers and English teachers who taught English in the 1st educational period of primary school in the academic years 2019/20 and 2020/21. The results show that the surveyed teachers rated the quality of remote English teaching during the 2nd wave better than during the 1st wave, although teaching remotely was challenging and stressful for them in both periods. During the 2nd wave, teachers more frequently conducted synchronous English lessons using video conferencing tools, while during the 1st wave, an asynchronous approach prevailed, involving the provision of materials and written instructions for work. In both periods teachers used various digital technologies for remote English teaching, which contributed to their assessment of improved digital competences during the 2nd wave compared to the 1st wave. In both periods of remote English teaching listening comprehension was the most frequently developed language skill remotely by teachers, followed by speaking and oral communication, reading and reading comprehension, and least frequently, writing and written communication. Teachers developed these language skills through various activities adapted for remote teaching, most of which were more frequently implemented during the 2nd wave compared to the 1st wave. During remote English teaching in the 2nd wave, the majority of teachers used tools for synchronous electronic communication and assessed students' understanding through oral responses via video conferencing. In the 1st wave, most teachers used asynchronous electronic communication and assessed students' understanding by reviewing completed exercises in notebooks. Most teachers did not grade remote English assignments in either period. The advantages of remote English teaching frequently mentioned were: improvement of digital competences of teachers and students, flexible organization of learning, and new ways of delivering course content. The challenges or obstacles frequently mentioned were: non-participation and unresponsiveness of students and parents, technical issues, and difficulties in assessing understanding, monitoring work, and tracking students' progress.
Secondary keywords: covid-19 epidemic;distance teaching;English teaching;first educational cycle;information and communication technology.;Osnovnošolsko izobraževanje;Informacijsko-komunikacijska tehnologija;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. v Ljubljani, Poučevanje
Pages: 1 spletni vir (1 datoteka PDF (108 str.))
DOI: 20.500.12556/RUL-150382
ID: 19941524