Vpliv izobraževanja na daljavo na slovenske srednješolce

magistrsko delo

Mojca Lapi (Avtor), Marjan Krašna (Mentor)

Povzetek

S prednostmi tehnologije moderne družbe smo se bili zmožni spopasti z izrednimi okoliščinami, ki jih je povzročila kriza koronavirusa. Prisilno zaprtje šol sredi šolskega leta je presenetilo tako učitelje kot tudi učence, ki so se morali ob številnih drugih prilagoditvah vpeljati tudi v izobraževanje na daljavo. Slednje zahteva drugačno pripravo in načrtovanje, oblike in metode, kar smo opisali v teoretičnem delu magistrskega dela. Podrobneje smo opisali pomembnost učne individualizacije in motivacije ter slednji primerjali s tem, kako potekata v razredu in kako na daljavo. Ne nazadnje smo opisali zaznavne učne stile in usklajevanje le-teh z oblikami poučevanja, in to primerjali z izobraževanjem, ki poteka v razredu, ter na daljavo. V empiričnem delu smo izvedli raziskavo s pomočjo anonimnega vprašalnika. Naš glavni namen je ugotoviti, kakšne so bile posledice izobraževanje na daljavo na srednješolce, katere oblike poučevanja na daljavo so izbrali profesorji in ali so le-te vplivale na uspeh dijakov z različnimi zaznavnimi učnimi stili. Na podlagi odgovorov smo rezultate interpretirali in ugotovili, da se vizualni in bralno-pisni zaznavni učni stil ter slušne in gibalne oblike poučevanja razlikujejo glede na letnik, ki ga obiskujejo dijaki. Ugotovili smo tudi, da je poučevanje na daljavo vplivalo na uspešnost dijakov in da se le-ta razlikuje glede na letnik pri predmetih biologija in geografija. Spoznali smo, da vizualni, slušni in gibalni zaznavni učni stil vplivajo na uspešnost dijakov pri družboslovnih in naravoslovnih predmetih zaradi izobraževanja na daljavo, medtem ko bralni zaznavni učni stil vpliva le na uspeh pri družboslovnih predmetih. Prav tako smo ugotovili, da oblike poučevanja na daljavo ne vplivajo na uspešnost dijakov.

Ključne besede

magistrska dela;učenje na daljavo;IKT;oblike;zaznavni učni stili;VARK model;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2020
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UM FF - Filozofska fakulteta
Založnik:	[M. Lapi]
UDK:	37.018.43:004:37.046"465"11/16"(043.2)
COBISS:	30046467
Št. ogledov:	837
Št. prenosov:	304
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	ǂThe ǂimpact of distance learning on high school students in Slovenia
Sekundarni povzetek:	The advantages of technology provided by contemporary society have enabled us to successfully tackle the extraordinary situation caused by the coronavirus crisis. The forced closures of schools in the middle of the school year proved a surprising development for both teachers and students who not only had to adapt to the situation at hand in various other ways but also introduce distance learning which requires different preparation and planning, forms and methods as described in the theoretical part of the Master's thesis. In addition, the thesis contains a detailed description of the significance of learning individualisation and motivation and a comparison between them if classes are held in the classroom or online. Last but not least, the thesis also contains a description of the established learning styles and their harmonisation with teaching methods and a comparison between them if classes are held in the classroom or online. The empirical part contains a survey conducted through an anonymous questionnaire. The main purpose was to identify the effects of distance learning on high school students, the distance learning methods chosen by their professors and whether this impacted the performance of high school students with various established learning styles. Answers to the questionnaire were used to interpret the obtained results. It was found that the visual and reading-writing established learning styles and auditory and kinesthetic learning styles vary subject to the grade of high school students. It was also found that distance learning did impact the performance of high school students which varies subject to the grade of high school students in Biology and Geography. It was established that the visual, auditory and kinesthetic learning styles impacted the performance of high school students in arts and science as part of the distance learning process whereas the reading established learning style only impacted their performance in arts. It was also found that various teaching methods during the distance learning process did not have any impact on the performance of high school students.
Sekundarne ključne besede:	master theses;distance learning;ICT;forms;established learning styles;VARK model;
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Strani:	XIV, 93 str.
ID:	12009732