Vpogled v pedagoško prakso tehniškega izobraževanja v slovenskih osnovnih šolah med pandemijo covida-19: model učenja na daljavo
Povzetek
Ko se je marca 2020 začela pandemija covida-19, je bilo treba izobraževalni proces preoblikovati, da bi ustrezal trenutnim potrebam. Na Pedagoški fakulteti Univerze v Ljubljani imajo bodoči učitelji tehnike v 3. in 4. letniku dodiplomskega dvopredmetnega študijskega programa obvezno opravljanje pedagoške prakse v izobraževalnih ustanovah. Zaradi zaprtja osnovnih šol se je učna praksa preoblikovala v prakso na daljavo/spletno prakso. Ta empirična študija preučuje pred kratkim razvit intuitivni model učenja na daljavo, ki se je izvajal med pedagoško prakso. Dnevniki pedagoške prakse so služili kot instrument za zbiranje podatkov. Velikost vzorca obsega 56 učnih priprav z dejavnostmi/aktivnostmi za osnovnošolski predmet tehnika in tehnologija za učence, stare od 12 do 15 let, na 15 osnovnih šolah v različnih krajih po Sloveniji, ki jih je med prakso na daljavo v študijskem letu 2019/20 in 2020/21 izvajalo 11 učiteljev tehnike. Raziskovalna metodologija je osredinjena na določanje tipa učne ure in analizo elementov učnega modela v učni pripravi z dejavnostmi/aktivnostmi izvedbe načrta. Elementi modela učenja na daljavo se ocenjujejo glede na uporabljena spletna učna orodja na platformah za e-učenje in spletna orodja za tehniško izobraževanje (npr. tehniške risbe in električna vezja). Pedagoška praksa, izvedena z modelom učenja na daljavo, je bila nova za študente – bodoče učitelje – in učitelje mentorje pa tudi za učence. Poudarjene so prednosti in slabosti spletnih učnih orodij. Poleg tega model učenja na daljavo iz učne prakse prvega vala covida-19 je bil prilagojen za izvajanje pedagoške prakse v terminu drugega vala covida-19. Pandemija je omogočila porast upo-rabe kombiniranega učenja, ki je osredinjeno na srednješolsko in visokošolsko izobraževanje, vendar je pri vstopu v osnovnošolsko domeno naletelo na ovire. Prikazano bo, kako kombinirano učenje vključiti v predlagani model učenja na daljavo
Prenosi
Literatura
Anderson, T. (2011). The theory and practice of online learning (2nd ed.). AU Press.
Anderson, T. (2016). Theories for learning with emerging tech. Emerging tech in distance education, 7(1), 7–23.
Bonk, C. J., & Graham, C. R. (2005). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.
Bosch, C. (2016). Promoting self-directed learning through the implementation of cooperative learning in a higher education blended learning environment. Doctoral dissertation North-West University.
Burke, J., & Dempsey, M. (2020). Technical report: Covid-19 practice in primary schools in Ireland report. National University of Ireland Maynooth. https://www.into.ie/app/uploads/2020/04/Covid-19-Practice-in-Primary-Schools-Report-1.pdf
Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: a review from the stakeholders' perspective. Computers & Education, 144(January 2020), 103657.
Dabbagh, N. (2005). Pedagogical models for e-learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 6(3), 25–44.
Deimann, M., & Friesen, N. (2013). Exploring the educational potential of open educational resources. E-Learning and Digital Media, 10(2), 112–115.
Dvorščak, M., & Jamšek, J. (2017). Obrnjeneno učenje z metodo učenja z odkrivanjem pri pouku tehnike in tehnologije [Teaching design & tecnology by flipped learning method of Blended learning]. In B. Zajc & A. Trost (Eds.), Zbornik štiriindvajsete mednarodne Elektrotehniške in računalniške konference ERK 2017 (pp. 547–550). IEEE Region 8, Slovenska sekcija IEEE.
Gagne, R., Briggs, L., & Wager, W. (1998). Principles of instructional design (3rd ed.) Holt, Rinehart and Winston.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., Jemni, M., & Burgos, D. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 Outbreak. SLIBNU.
Jansen, J. (2004). Changes and continuities in South Africa's higher education system; 1994 to 2004. In L. Chisholm (Ed.), Changing class: Education and social change in postapartheid South Africa. Oxford University Press Southern Africa.
Kahiigi, E. K. (2008). Exploring the e-learning state of art. The Electronic Journal of e-Learning, 6(2), 77–88.
Kemeny, J., & Kurtz, T. (1967). The Dartmouth time-sharing system. National Science Foundation.
Kosec, Å ., Rozman, T., & Jamšek, J. (2020). Sodobne učne strategije in tehnologije: lažna obrnjena učilnica s poizvedovalnim učenjem in 3D tiskom [Contemporary learning methods and strategies: Faux-Flipped Classroom by inquiry based learning and 3D printing]. In B. Zajc, & A. Trost (Eds.), Zbornik štiriindvajsete mednarodne Elektrotehniške in računalniške konference ERK 2020 (pp. 429–432). IEEE Region 8, Slovenska sekcija IEEE.
Kurt, S. (2017). ADDIE Model: Instructional Design. International Society for Educational Technology. https://educationaltechnology.net/the-addie-model-instructional-design/
Lack, K. A. (2013). Current status of research on online learning in postsecondary education. http://apo.org.au/sites/default/files/docs/Ithakasr_OnlineLearningPostSecondaryEducation_May2012.pdf
Lebeničnik, M., Pitt, I., & Istenič Starčič A. (2015). Use of online learning resources in the development of learning environments at the intersection of formal and informal learning: The students as autonomous designer. CEPS Journal, 5(2), 95–113.
Lokar, N., & Jamšek, J. (2017). Sodobne metode poučevanja v tehniškem izobraževanju: kombinirano učenje pri predmetu tehnika in tehnologija [Contemporary learning methods in engineering education: Design & technology by blended learning]. In B. Zajc & A. Trost (Eds.), Zbornik štiriindvajsete mednarodne Elektrotehniške in računalniške konference ERK 2017 (pp. 551–554). IEEE Region 8, Slovenska sekcija IEEE.
Lowenthal, P., & Wilson, B. G. (2010). Labels do matter! A critique of AECT's redefinition of the field. TechTrends, 54(1), 38–46.
Madar, M. J., & Willis, O. (2014). Strategic model of implementing e-learning. International Journal of Scientific & Technology Research, 3(5), 2277–8616.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. http://www.ed.gov/about/offices/list/opepd/ppss/
Moore, M. G. (2013). Handbook of distance education. Routledge.
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319.
Nikoubakht, A., & Kiamanesh, A. (2019). The comparison of the effectiveness of computer-based education and traditional education on the numerical memory in students with mathematics disorder. Journal of Psychological Science, 18(73), 55–65.
Orr, D., Weller, M., & Farrow, R. (2018). Models for online, open, flexible and technology-enhanced higher education across the globe – a comparative analysis. International Council for Open and Distance Education.
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166–190.
Peters, O. (1994). Distance education and industrial production: A comparative interpretation in outline (1967). In D. Keegan (Ed.), Otto Peters on distance education: The industrialisation of teaching and learning, 107–127. Routledge.
Mpungose, C. B. (2020). Beyond limits: Lecturers' reflections on Moodle uptake in South African universities. Education and Information Technologies, 25(1), 5033–5052.
Rihtaršič, D., & Jamšek, J. (2019). Izzivi in priložnosti uporabe IKT v ped. proc. na področju naravoslovja, tehnol. in mat.: Razvoj gradiva za kombinirano učenje pri izvajanju predavanj in kliničnih vaj pri predmetu odprti učni sistemi v tehniki [Challenges and opportunities at STEM teaching by using ICT: Learning material development for blended learning for open learning systems in engineering lectures and clinical exercises execution]. Univerza v Ljubljani.
Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136(1), 87–98. https://doi.org/10.1016/j.compedu.2019.03.007
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306.
Suryawanshi, V., & Suryawanshi, D. (2015). Fundamentals of e-learning models: A review. IOSR Journal of Computer Engineering, Innovation in engineering science and technology, 2, 107–120. https://www.iosrjournals.org/iosr-jce/papers/NCIEST/Volume%202/20.107-120.pdf
Tsai, M.-J. (2009). The model of strategic e-learning: Understanding and evaluating student e-learning from metacognitive perspectives. Educational Technology & Society, 12(1), 34–48. https://www.j-ets.net/collection/published-issues/12_1, https://drive.google.com/file/d/1r0wQqix9FFzPm91vUgJPGtfKb41_VoN_/view
Urankar, B., & Jamšek, J. (2020). Učenje na daljavo: spletno učenje v osnovnošolskem tehniškem izobraževanju - pedagoška praksa [Distance learning: primary school technology education online learning – padagogical practice]. In B. Zajc & A. Trost (Eds.), Zbornik štiriindvajsete mednarodne Elektrotehniške in računalniške konference ERK 2020 (pp. 438–442). IEEE Region 8, Slovenska sekcija IEEE.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
