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Title:Vpliv izobraževanja na daljavo na slovenske srednješolce
Authors:ID Lapi, Mojca (Author)
ID Krašna, Marjan (Mentor) More about this mentor... New window
Files:.pdf MAG_Lapi_Mojca_2020.pdf (1,98 MB)
MD5: 133470D128D3C6A2798B7C2CAF61CB25
PID: 20.500.12556/dkum/a1d8ab8f-85fa-4a22-90f3-4183fc2b7e4b
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract: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.
Keywords:učenje na daljavo, IKT, oblike, zaznavni učni stili, VARK model
Place of publishing:Maribor
Publisher:[M. Lapi]
Year of publishing:2020
PID:20.500.12556/DKUM-77681 New window
UDC:37.018.43:004:37.046\"465*11/16\"(043.2)
COBISS.SI-ID:30046467 New window
NUK URN:URN:SI:UM:DK:R5F4CQLU
Publication date in DKUM:07.10.2020
Views:1811
Downloads:389
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:09.09.2020

Secondary language

Language:English
Title:The impact of distance learning on high school students in Slovenia
Abstract: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.
Keywords:distance learning, ICT, forms, established learning styles, VARK model


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