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Title:E-IZOBRAŽEVANJE NA DOKTORSKEM ŠTUDIJU
Authors:ID Novaković, Olivera (Author)
ID Bobek, Samo (Mentor) More about this mentor... New window
Files:.pdf MAG_Novakovic_Olivera_2012.pdf (3,76 MB)
MD5: FAC820F9816567417C1E0B814DCCA940
PID: 20.500.12556/dkum/92024847-3e61-432a-90c8-190c13eed7b2
 
Language:Slovenian
Work type:Master's thesis
Organization:EPF - Faculty of Business and Economics
Abstract:Razvoj novih tehnologij (predvsem IKT) ima pomemben vpliv tudi na izobraževanje, zato si danes težko zamislimo študij na daljavo brez uporabe vsaj nekaterih oblik in tehnologij e-izobraževanja. Razvoj v tej smeri je prišel do točke, ko ko je potrebno tradicionalno delitev na klasično izobraževanje in izobraževanju na daljavo preoblikovati v delitev na klasično in odprto izobraževanje, kjer v kontekstu slednjega e-izobraževanje postaja njegova glavna komponenta. Velik pomen e-izobraževanja so jasno zaznale številne javne in zasebne inštitucije, ki delujejo na področju univerzitetnega izobraževanja, o čemer pričajo številni raziskovalni in razvojni projekti v zadnjih dveh desetletjih, katerih pomembna značilnost je velika internacionalizacija projektnih skupin, kar jasno kaže na globalne dimenzije in potenciale e-izobraževanja. Izsledki teh raziskav in tudi izkušnje z že apliciranimi oblikami e-izobraževanjem na različnih stopnjah univerzitetnega študija, so zelo jasno pokazali ne samo zelo kompleksen nabor problemov, temveč tudi, da gre v veliki meri za kvalitativno nove oziroma konceptualno drugačne izobraževalne prijeme, ki ne morejo predstavljati enostavnega nadomestila oziroma tehnološke modernizacije klasičnega izobraževanja, saj bi s tem potencial e-izobraževanja ostal v veliki meri neizkoriščen. V tej zvezi bi omenili tudi relativno majhno pozornost, ki jo e-izobraževanju namenjajo temeljni dokumenti bolonjske reforme. Pregled stanja e-izobraževanje na doktorskem študiju v tujini (ZDA in Evropa), je pokazatelj, da je to v primerjavi z e-izobraževanjem na nižjih univerzitetnih ravneh še vedno precej redko. Razlogi za to so verjetno večplastni in jih v naši nalogi nismo posebej raziskovali. Domnevamo pa lahko, da je razloge za to potrebno iskati v veliko bolj individualiziranem študiju v primerjavi s študijem večjih skupin na dodiplomskih programih in posledično velike heterogenosti raziskovalnih (doktorskih) tem, večjih stroškov (per capita) za organizacijo in vzdrževanje sistema e-izobraževanja za manjšo populacijo študentov, v primerjalno večjem znanju računalniških tehnologij pri doktorskih študentih, ki tako pogosto razvijajo bolj »spontane« rešitve v komunikaciji s profesorji in medseboj... E-izobraževanje v Sloveniji, vsaj v obliki uradnih akreditiranih programov, še ni prisotno na slovenskih univerzah. Te sicer že poznajo in ponekod tudi prakticirajo e-izobraževanje na nekaterih dodiplomskih programih, toda tudi po našem mnenju tu še ni bil dosežen tisti razvojni prag, ki bi zahteval nadaljnje korake. Na primeru Filozofske fakultete Univerze v Ljubljani smo v našem delu poskušali premisliti možnosti e-izobraževanja na doktorskem študiju. Glede na obstoječe pogoje in situacijo, pri kateri smo vpoštevali strukturo in temeljna pravila doktorskega programa Humanistika in družboslovje, število doktorskih študentov v zadnjih treh letih, kadrovsko infrastrukturo (učitelje in administativno podporo študiju) in aktualne tehnologije, ki jih FF UL ima za administrativno podporo študiju na dodiplomskih in podiplomskih ravneh, smo predvideli dva možna scenarija e-izobraževanja, ki smo ju poimenovali delno hibridno in hibridno e-izobraževanje. Temeljna tehnološka (in posledično tudi konceptna) razlika med njima je v platformi, ki omogoča različne oblike e-izobraževanja. Pri delno hibridnem scenariju je to VIS (Visokošolski informacijski sistem), platforma, ki je predvsem namenjena oziroma se jo danes uporablja za administrativno vodenje študijskega procesa, pri čemer omogoča nekatere oblike e-izobraževanja, medtem ko je pri hibridnem scenariju glavno vlogo odprtokodna platforma Moodle, ki naj bi se uporabljala izključno za procese in rešitve v samem izobraževanju (poučevanju), administrativna podpora bi bila še vedno domena VIS. Za vsakega od obeh scenarijev smo preiskali prednosti oziroma slabosti.
Keywords:e-izobraževanje, doktorski študij, Moodle, kombinirano e-izobraževanje, Filozofska fakulteta Univerze v Ljubljani, delno hibridno e-izobraževanje, hibridno e-izobraževanje.
Place of publishing:Maribor
Year of publishing:2011
PID:20.500.12556/DKUM-21773 New window
UDC:378(497.4)
COBISS.SI-ID:10966812 New window
NUK URN:URN:SI:UM:DK:8GZXUK2W
Publication date in DKUM:23.02.2012
Views:3462
Downloads:342
Metadata:XML DC-XML DC-RDF
Categories:EPF
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Secondary language

Language:English
Title:E-LEARNING ON DOCTORAL LEVEL
Abstract:Development of new technologies (ICT in particular) exhibits strong influence on education. Today, it is difficult to imagine any kind of distant learning without at least some forms and technologies of e-learning. The development in this direction reached the point where traditional division between conventional and distant learning needs to be changed into conventional and open learning. And in the context of the latter, e-learning is becoming its major component. Great significance of e-learning has beed clearly recognized by numerous public and private institutions acting in the field of university education what is also mirrored in numerous research and developmental projects in the last two decades. One of the major characteristics of these projects is great internationalisation of the project teams which clearly points to global dimensions and potentials of e-learning. The results of these projects not only demonstrated high complexity of this issue, but the fact that e-learning introduces new qualitative and conceptual educational espects which can not be treated as a simple substitution or technological modernization of the conventional education leaving so the potentials of e-learning greatly unexplited. In this context we would like to note rather little attention given to e-learning in the principle documents of the Bologna reform. Survey of e-learning programs on doctoral studies in the USA and Europe revealed that such programs are still rather rare compared to undergraduate levels. The reasons for this are manifold and are beyond the focus of our thesis. However, we assume that they should be looked for in greater individualisation of study programs (compared to much greater groups of students on undergraduate levels) and hence heterogeneity of research (doctoral) themes, larger costs (per capita) needed for organizing and maintaininge-learning system for comparatively small population of students, in comparatively more developed computing skills of doctoral students who can frequently develop more 'spontaneous' solutions in communications with teachers and with peers... E-learning based doctoral programs, at least officially acredited, is stil not present at the Slovene universities. They, indeed, are familiar with e-learning and some undergraduate programs are actually organized as e-learning based curricula, but, according to our opinion, the developmental threshold which would require further steps is still not reached. In our thesis we have focused on possibilities of implementing e-learning in the doctoral program on the Faculty of Arts, University of Ljubljana. Taking into account present conditions and situation (structure and principle requirements of the Humanities and Social Sciences Program, number of doctoral students in the last three years, teaching and administrative staff available, and actual technologies for administrative support of the teaching at undergraduate and graduate levels) two possible scenarios were envisaged – part-hybrid and hybrid. The principal technological and, consequentkly also conceptual, difference between them is in platform aimed for providing different forms of e-learning. In the case of the part-hybrid scenario this platform is VIS (Visokošolski informacijski sistem/Highschool Information System) which is today aimed and used primarily for the administrative support of the teaching process, but which allows some possibilities of e-learning. While in the case of hybrid scenario such platform is open source Moddle which is exclusively aimed for teaching, and VIS for the administrative support. For both scenarios their advantages and disadvantages were considered.
Keywords:e-learning, doctoral level, Moodle, blended learning, Faculty of Arts University of Ljubljana, part-hybrid e-learning, hybrid e-learning.


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