Pedagoški aspekti nastave engleskog jezika na daljinu na visokoškolskom nivou

Abstract

Osnovni cilj disertacije je istraživanje pedagoških principa pripreme i izvođenja nastave na daljinu na visokoškolskom nivou. Prvi deo istraživanja se bavi procesom pripreme kurikuluma za engleskog jezika na daljinu koji imigrira iz učionice na platformu za e-učenje. Drugi deo disertacije je istraživanje stepena aktivnosti, učinka i postignuća studenata na daljinu i odgovara na istraživačko pitanje: da li kategorija tip studiranja, u okviru koje postoje tradicionalni (klasični) oblik studija, kao i studije na daljinu (onlajn studije) dovodi do razlika u stepenu aktivnosti studenata pri izradi predispitnih obaveza, kao i u ukupno postignutom uspehu na završnom ispitu. Od polaznog istraživačkog pitanja, postavili smo polaznu hipotezu: H1: Kategorija (tip) studiranja utiče na uspeh koji studenti postižu na predmetima NT111 Engleski jezik 1 i NT112 Engleski jezik 2 U kvantitativnom delu istraživanja predstavljene su četiri kategorije studenata na daljinu i njihov učinak je predmet analize kroz deskriptivnu statistiku i Mann-Whitney test u poređenju sa kontrolnom grupom studenata. Istraživanje je pokazalo da postoji statistički značajna razlika između tradicionalnih i studenata na daljinu u stepenu aktivnosti i ukupnom uspehu. Kvalitativno istraživanje predstavlja četiri studije slučaja studenata na daljinu. Rezultati istraživanja su pokazali da je veoma važno da input u pripremi nastavnih materijala treba da bude detaljan, ali ne preobiman, a zadaci gradirani, da je jedan od ključnih faktora za uspeh spoljna motivacija, da nastava na daljinu podstiče autonomiju u učenju i da odgovara različitim stilovima učenja.

The first part of the dissertation deals with the process of curriculum development for English courses by distance which imigrate from the classroom to an e-learning platform. This part of the dissertation presents a model of a curriculum for English courses, as well as a model of a lesson which imigrates from the classroom to an e-learning platform. The second part of the dissertation is research of the level of participation and achievements of distance students and answers the following research question: Does the category of type of studying where there is the option of traditional (classroom) type of studying and studying by distance (online studies) make a difference in the level of participation of students in terms of submitting assignments, as well as the overall achievement on the final exam. From the research questions, we set the folllwing hypothesis: H1: Category (type) od studying has an effect on the achievement of students on the courses NT111 English 1 and NT112 English 2 The quantitative part of the research presents four categories of students by distance and their achievenent which is analysed through descriptive statistics and Mann-Whitney test in comparison to a control group, The research results reveal a statistically significant difference between traditional students and distance students in the level of course participations, as well as overall achievement. The qualitative research presents four case studies of distance students. The research results reveal that it is very important to tailor the input in the learning material to be detailed, but not extensive, and tasks to be graded, one of the key predictors for success is extrinsic motivation, distance learning encourages building learning autonomy and it suits various learning styles.