Tokratna tematska številka Andragoških spoznanj se posveča digitalizaciji izobraževanja in vključevanju sodobnih tehnologij v procese učenja. To temo smo v reviji že večkrat obravnavali – z razlogom. ...Uvajanje IKT v izobraževalni proces je namreč področje in proces, ki se nenehno razvija – teoretsko, pa tudi v praksi –, spoznanja pa se hitreje kot v različne strategije vpeljujejo kar v samo prakso poučevanja. »Digitalna preobrazba« je pojem, s katerim se predvsem na politični, odločevalski ravni opisujejo različni procesi in priporočila vladam glede vključevanja tehnologije v šole. V zadnjem času te procese usmerja zlasti Akcijski načrt za digitalno izobraževanje, ki ga pripravlja Evropska komisija (2021). V tej in podobnih strategijah je treba ločevati med procesi »digitizacije« (angl. digitisation), digitalizacije in pa »digitalne preobrazbe« (Schmidt in Tang, 2020).
This study aims to investigate the impact of blended learning strategies on various student outcomes in Vocational Education and Training (VET) contexts, addressing gaps in the existing literature ...and informing the refinement of blended learning approaches to enhance educational experiences. The main goal of the study was to explore the impact of teaching approaches used on student attitudes, satisfaction, motivation, and the workload of VET students. Data were collected from 106 students across seven VET programs through an online survey. The findings reveal that collaborative learning significantly enhances student engagement and satisfaction, while the integration of technology in blended learning environments improves educational experiences. However, challenges such as perceived overload are acknowledged. The study also highlights the critical role of assessment and feedback in fostering student satisfaction and competence. Based on these results, the study recommends enhancing collaborative learning through strategic support for diversity and technology integration and optimizing assessment and feedback mechanisms to improve engagement and reduce stress. These recommendations aim to refine blended learning strategies in VET, contributing to better educational outcomes and addressing the identified gaps in the literature.
Tokratna številka Andragoških spoznanj je nastala kot rezultat projekta Inovativno učenje in poučevanje v visokem šolstvu (INOVUP), ki se izvaja na vseh treh javnih slovenskih univerzah: Univerzi v ...Ljubljani, Univerzi v Mariboru in Univerzi na Primorskem. Poleg teh treh institucij, ki zajemajo večino slovenskega visokošolskega prostora, v konzorciju sodeluje tudi Fakulteta za informacijske študije v Novem mestu. Osrednji namen projekta INOVUP (www.inovup.si), ki ga financira ministrstvo za izobraževanje, znanost in šport prek sredstev Evropskega socialnega sklada (ESS), je preveriti in »prevetriti« visokošolsko didaktiko na slovenskih univerzah. V projektu ne želimo zgolj analizirati stanja na tem področju, temveč prek različnih usposabljanj spodbuditi refleksijo visokošolskih učiteljev o lastni praksi in jih usposobiti za vpeljavo novih pristopov v poučevanje.
The measures taken to combat the pandemic COVID -19 suddenly changed the way of studying in many countries around the world. Because of the abrupt change, faculties did not have time to develop ...strategies for implementing online study, so faculty were busy finding new ways to teach their courses. As it turned out, many of them were not prepared for such a change. They lacked the technical understanding of how to use online tools and platforms, as well as the pedagogical knowledge of the dynamics of online teaching. In this paper we discuss how students from the Faculty of Arts at the University of Ljubljana, Slovenia, experienced the changes in the way they study. We conducted an anonymous online survey among 1,827 students from the largest faculty at the University of Ljubljana. The survey took place in February and March 2021. The results show that there were differences between students in their assessment of the appropriateness of different teaching approaches regarding various factors, which highlights the conditions students had at home to study. The conditions at home affected students' attitudes towards distance learning, their assessment of competence for distance learning, as well as their motivation to study and their sense of being overwhelmed. Thus, more study difficulties, negative attitudes and motivation problems were observed among students who were not provided with adequate study conditions. Nevertheless, the results of the study show that distance learning also has potential, but this potential can only be realised if all those involved in the process are provided with the right conditions. We conclude the study with four main recommendations, namely that the quality of distance learning requires (1) adequate conditions for students to participate in distance learning; (2) an appropriate choice of teaching methods is important; (3) teachers need to be didactically trained for distance learning; and (4) during distance learning, cooperation between the teacher and the students and between the students themselves should be encouraged.
The integration of technology into educational institutions is transforming education and fostering innovative approaches to learning. Blended learning, an increasingly popular approach, integrates ...technology with traditional teaching approaches. Blended learning can overcome the limitations associated with using technology purely as a tool, facilitating its full integration into the educational process. The present study involved 106 students enrolled in a vocational education program (VET) in Slovenia. The students were subjected to a pilot implementation of blended learning, and their experiences were subsequently analyzed and evaluated. The results showed that the use of different teaching approaches led to different outcomes in terms of student workload, learning outcomes, and motivation. The different teaching approaches were found to present different levels of difficulty for students. For example, live sessions and the integration of virtual reality/augmented reality (VR /AR) technology presented greater challenges. Conversely, collaborative group work and online courses focused on developing professional skills were found to be beneficial. The study also highlighted the importance of feedback and instructor support in online learning environments. In general, the results of our study suggest that the adoption of blended learning in education can lead to positive outcomes. However, it is important to emphasize the importance of careful planning and thoughtful consideration of optimal pedagogical strategies.
Ko razmišljamo o izobraževanju odraslih in vseživljenjskem učenju, dajemo največji poudarek vlogi učečega se in procesom učenja, v katerih ta pridobiva znanje, spretnosti, se spreminja in spreminja ...svet okoli sebe. Razumevanje procesov učenja odraslih je pomembno zaradi omogočanja boljših razmer za samostojno učenje odraslih, pa tudi z vidika načrtovanja čim bolj učinkovitega poučevanja in uporabe metod izobraževanja. Odrasli se učijo na različne načine, zato je razumljivo, da obstaja cela paleta izobraževalnih oblik in metod izobraževanja, ki so značilne ali še posebej priporočljive za spodbujanje učenja v različnih življenjskih okoliščinah. Pomembna značilnost izobraževanja odraslih, ki bo razvidna tudi iz nekaterih člankov v tej številki Andragoških spoznanj, je tudi ta, da le manjši del izobraževanja poteka v formalnih okoliščinah, večinoma pa se dogaja zunaj izobraževalnih institucij. Od učitelja odraslih se pričakuje, da obvlada različne metode, ki jih lahko učinkovito uporablja v izobraževanju odraslih, in pozna dejavnike, ki jih je treba upoštevati pri njihovi izbiri in uporabi. Kot izobraževalci odraslih se moramo zavedati, da je treba za učinkovit učni proces zagotoviti aktivno sodelovanje udeležencev pri učnih dejavnostih, ki jih načrtujemo, da bi ta cilj dosegli, pa bi morali skrbno načrtovati okoliščine za učenje in pri izbiri izobraževalnih oblik in metod poskrbeti za izkušnje, ki bodo omogočale doseganje želenih rezultatov. V zadnji letošnji številki Andragoških spoznanj je kar nekaj člankov, ki se ukvarjajo prav s temi vprašanji.
In this article, by utilizing the guidelines available from literature, we attempted to compile a checklist that would identify the extent to which web-based learning materials in Slovenia properly ...address the needs of people with dyslexia. The focus of our research was the evaluation of the suitability of the design of web-based learning materials and not their pedagogical aspects, since design itself is one of the key factors that predominantly affect the accessibility of web-based learning materials for dyslexic learners. The results of our study showed that the developers of web-based learning materials were generally well aware of these criteria (accessibility, usability, readability); but some of the key ones remained overlooked. The study pinpoints accessibility as the weakest point of the examined web-based learning materials. The most plausible reasons for overlooking these criteria originate in the weak understanding of the needs of these particular users in addition to the weak comprehension of the established guidelines on the accessibility of web-based learning materials. As a potential solution, we suggested, apart from using the checklist as an indicator, increasing attention among the developers of web-based learning materials when considering accessibility issues as well as a wider integration of the concerned user population in the evaluation of web-based learning materials.
In this research, we have examined the characteristics of university students' motivation and its connection with perceptions of the learning environment. Higher education teachers often find it ...challenging to decide how to organize their lectures and what instructional strategy they should use to be most effective. Therefore, we endeavoured to determine which characteristics of the learning environment best predict the motivational orientation of students and their satisfaction with the course. The survey included 120 postgraduate students of the Faculty of Arts at the University of Ljubljana. In order to measure their motivation, we employed several scales of the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991). For the purpose of this research, we created a new questionnaire for their evaluation of the learning environment. The results revealed a high correlation between the intrinsic goal orientation, self-efficacy, and control beliefs. The most important factors of the learning environment that are connected with the formation of intrinsic goal-orientation and the enjoyment of education are the perception of the usefulness of the studied topics, a feeling of autonomy, and teacher support. To an extent, these findings are supported by the findings of those authors who recommend using those methods of teaching that are in compliance with the student-centred understanding of teaching and learning. (DIPF/Orig.).
This study examines the acceptance and use of learning management systems (LMS) among higher-education
teachers and the relation between their use of such systems and their teaching approaches in the ...context of online
learning, following the community of inquiry (CoI) framework. A total of 326 teachers at University of
Ljubljana completed a questionnaire. Our main research goal was to examine the impact of a basic Theory of
Acceptance and Use of Technology (UTAUT) structural model, with the CoI framework as a complement. The
latter adds three new aspects to the use of LMS for educational purposes, representing complex cognitive and
social dimensions of teaching in the virtual space. We found that the crucial factor for LMS acceptance by
university teachers is the immediate social influence at work, but the formation of the learning process largely
depends on the characteristics of the LMS tools and the perceived usefulness of the application.
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