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Title:Quizlet kot digitalni pripomoček za utrjevanje znanja v visokošolskem pedagoškem prostoru
Authors:ID Sraka Petek, Barbara (Author)
Files:.pdf RAZ_Sraka_Petek_Barbara_2026.pdf (472,33 KB)
MD5: D047CF41385DE1D7645349B2E37DAE83
 
URL https://i-pedagogika.si/index.php/ip/sl/article/view/185
 
Language:Slovenian
Work type:Scientific work
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:Prispevek obravnava uporabo digitalnega orodja Quizlet kot podpornega didaktičnega pripomočka za utrjevanje znanja v visokošolskem izobraževanju. V okviru seminarskih vaj so študenti 1. letnika študijskega programa Razredni pouk na Pedagoški fakulteti Univerze v Mariboru z uporabo interaktivnih kvizov in učnih kartic utrjevali vsebine zgodovine razvoja šolstva na Slovenskem. Namen prispevka je predstaviti pedagoško rabo orodja ter analizirati zaznave študentov glede njegove uporabnosti, učne vrednosti in vpliva na razumevanje, pomnjenje in ponavljanje snovi. Pri raziskovanju je bil kombiniran kvalitativno-kvantitativni pristop, ki je vključeval študijo primera in spletno anketo, izvedeno s 46 študenti, ki so obiskovali vaje pri predmetu Pedagogika. Rezultati kažejo, da študenti Quizlet zaznavajo kot učinkovito podporo pri utrjevanju faktografskega znanja, izboljšanju razumevanja učnih vsebin in pri samostojnem pripravljanju na izpit iz predmeta. Poleg učnih učinkov uporaba orodja prispeva tudi k razvoju digitalnih kompetenc študentov, zlasti na področjih iskanja in organiziranja informacij, sodelovanja v digitalnem okolju ter samostojnega in odgovornega učenja. Prispevek ponuja primer dobre prakse smiselne integracije digitalnega orodja v visokošolski pedagoški proces.
Keywords:digitalne kompetence, digitalna orodja v izobraževanju, spletne učne kartice, sodelovalno učenje, utrjevanje znanja
Publication status:Published
Publication version:Version of Record
Publication date:31.03.2026
Place of publishing:Maribor
Publisher:Vzgojno-izobraževalni zavod Antona Martina Slomška
Year of publishing:2026
Number of pages:str. 322-337
Numbering:Letn. 2, št. 1
PID:20.500.12556/DKUM-100299 New window
UDC:378:004.8
ISSN on article:3024-031X
COBISS.SI-ID:290715651 New window
DOI:10.63069/yjjcj164 New window
Publication date in DKUM:15.09.2026
Views:86
Downloads:1
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a journal

Title:Revija inovativna pedagogika
Publisher:Vzgojno-izobraževalni zavod Antona Martina Slomška
ISSN:3024-031X
COBISS.SI-ID:231494915 New window

Document is financed by a project

Funder:Other - Other funder or multiple funders
Funding programme:Republika Slovenija, Ministrstvo za vzgojo in izobraževanje
Project number:3350-24-3502
Name:Generativna umetna inteligenca v izobraževanju

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:31.03.2026

Secondary language

Language:English
Title:Quizlet as a digital learning tool in higher education
Abstract:The article examines the use of the digital tool Quizlet as a supporting didactic resource for consolidating knowledge in higher education. In microteaching tutorial lessons, first-year students of the Primary Teacher Education Programme at the Faculty of Education, University of Maribor, used interactive quizzes and digital flashcards to consolidate content on the history of the education system in Slovenia. This article aims to present the pedagogical use of the tool and to analyze students’ perceptions of its usability, educational value, and impact on understanding, memorization, and revision of learning content. The research combined a qualitative and quantitative approach, which included a case study and an online survey of 46 students who attended classes in the subject of Pedagogy. The results indicate that students perceive Quizlet as an effective tool for consolidating factual knowledge, improving their understanding of learning content, and independent preparation for the course exam. In addition to learning-related benefits, the tool also contributes to the development of students’ digital competencies, particularly in information searching and organization, collaboration in digital environments, and independent and responsible learning. The paper presents an example of good practice in the meaningful integration of a digital tool into the higher education teaching and learning process.
Keywords:digital competencies, digital tools in education, online flashcards, collaborative learning, knowledge consolidation


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