20.500.12556/DKUM-77681 Vpliv izobraževanja na daljavo na slovenske srednješolce The impact of distance learning on high school students in Slovenia S prednostmi tehnologije moderne družbe smo se bili zmožni spopasti z izredno situacijo, ki jo je povzročila kriza koronavirusa. Prisilno zaprtje šol sredi šolskega leta je presenetilo tako učitelje kot tudi učence, ki so se morali poleg številnih drugih prilagoditev vpeljati tudi v izobraževanje na daljavo. Slednje zahteva drugačno pripravo in načrtovanje, oblike in metode, kar smo opisali v teoretičnem delu magistrske naloge. Podrobneje smo opisali tudi pomembnost učne individualizacije in motivacije ter slednji primerjali s tem, kako potekata v razredu in kako na daljavo. Ne nazadnje pa smo opisali tudi zaznavne učne stile ter 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 bil ugotoviti, kakšne so bile posledice izobraževanje na daljavo na srednješolce, katere oblike poučevanja na daljavo so izbrali profesorji ter 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 ter 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. 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. učenje na daljavo IKT oblike zaznavni učni stili VARK model distance learning ICT forms established learning styles VARK model true true false [M. Lapi] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2020-09-09 17:23:43 2020-10-07 15:23:23 2022-08-09 17:04:02 2020-10-08 03:23:37 2020 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.018.43:004:37.046\"465*11/16\"(043.2) 30046467 URN:SI:UM:DK:R5F4CQLU MAG_Lapi_Mojca_2020.pdf MAG_Lapi_Mojca_2020.pdf 1 133470D128D3C6A2798B7C2CAF61CB25 1a0d3743a77a6c1be6efb6d7ef326530c63c3c62e8bf7302ff881b9a6771d395 d839bbab-7c11-11eb-bb7a-00155d0001ca 20.500.12556/dkum/a1d8ab8f-85fa-4a22-90f3-4183fc2b7e4b https://dk.um.si/Dokument.php?lang=slv&id=145943 Filozofska fakulteta 0 0 0