Е-УЧЕЊЕ КАО ОДГОВАРАЈУЋИ МЕХАНИЗАМ ЗА НАСТАВУ ПОЛИТИЧКИХ НАУКА – ИЗМЕЂУ ПРАЗНИХ УЧИОНИЦА И ЗАХТЕВА ОНЛАЈН ГЕНЕРАЦИЈЕ
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Онлајн настава је заузела истакнуто место у процесу обуке нових генерација, како кроз формалне моделе образовања и обуке тако и кроз неформално образовање и обуку. Пандемија изазвана вирусом корона утицала је на начин функционисања друштва, произвевши потребу за прилагођавањем радног и образовног контекста захтевима повезаним са физичким дистанцирањем. Овај чланак произлази из рефлексије која узима у обзир педагошке димензије повезане са контекстом учионице, са потребом прилагођавања обуке онлајн моделу, у време када дигитализација заузима водеће место у западном начину живота. У ту сврху, наставно искуство у академској 2020/2021. години на Универзитету у Беири Интериор заснива се на карактеризацији педагошких модела повезаних са наставом политичких наука.
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Costa, B. F. (2023). Е-УЧЕЊЕ КАО ОДГОВАРАЈУЋИ МЕХАНИЗАМ ЗА НАСТАВУ ПОЛИТИЧКИХ НАУКА – ИЗМЕЂУ ПРАЗНИХ УЧИОНИЦА И ЗАХТЕВА ОНЛАЈН ГЕНЕРАЦИЈЕ. Методички видици, 14(14-1), 15–31. https://doi.org/10.19090/mv.2023.14.15-31
Bрој часописа
Секција
TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC: THE RISE OF ELEARNING
Референце
Bolsen, T., Evans, M. & Fleming, A. M. (2016). A Comparison of Online and Face-to-Face Approaches to Teaching Introduction to American Government. Journal of Political Science Education 12 (3): 302–317.
Brown, C. & Luzmore, R. (2021). A brief history of education – from Ancient Greece to the Enlightenment. Education Tomorrow (Society Now). Bingley: Emerald Publishing Limited: 39–55.
Chen, W. & Wellman, B. (2004). The global digital divide – within and between countries. IT&SOCIETY 1 (7): 18–25.
Davis, N. L., Gough, M. & Taylor, L. L. (2019). Online teaching: advantages, obstacles and tools for getting it right. Journal of Teaching in Travel & Tourism 19 (3): 256–263.
Eberly, M. B., Newton, S. E. & Wiggins, R. A. (2001). The syllabus as a tool for student centered learning. The Journal of General Education 50 (1): 56–74.
Evertson, C. M. & Green, J. L. (1986). Observation as inquiry and method, in Handbook of research on teaching, ed. M. Wittrock (New York: MacMillan): 162–230.
Flores, M. A. & Gago, M. (2020). Teacher education in times of COVID-19 pandemic In Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching 46 (4): 507–516.
Flores, M. A., Veiga Simão, A. M., Barros, A., Flores, P., Pereira, D., Lopes Fernandes, E.,Costa Ferreira, P., & Costa, L. (2021). Ensino e aprendizagem à distância em tempos de COVID-19: um estudo com alunos do Ensino Superior. Revista Portuguesa De Pedagogia 55: e055001.
Flores, M. A., Barros, A., Simão, A. M. V. et al. (2022). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic:personal and contextual factors. High Educ 83: 1389–1408.
Heath, A. F. & Clifford, P. (1990). Class inequalities in education in the Twentieth Century. Journal of the Royal Statistical Society 152 (1): 1–16.
Ibrahim, F. & Padilla-Valdez, N. (2021). Knowledge Management and Blended Learning: Towards a Compatibility and Complementarity Model, in Handbook of Research on Analyzing IT Opportunies for Inclusive Digital Learning, eds. Pablos, P. O., Almunawar, M. N., Chui, K. T. & Kaliannan, M. (USA: Igi Global).
Malet Calvo, D., Cairns, D., França, T., & de Azevedo, L. F. (2022). ‘There was no freedom to leave’: Global South international students in Portugal during the COVID-19 Pandemic. Policy Futures in Education 20 (4): 382–401.
Malinowski, B. (2014). Argonauts of the Western Pacific. London: Routledge.
Marks, G. N. (2005). Cross-National differences and accounting for social class inequalities in education. International Sociology 20 (4): 483–505.
Marques da Silva, S. (2021). Building trust, resilient regions, and educational narratives: Municipalities dealing with COVID-19 in border regions of Portugal. European Educational Research Journal 20 (5): 636–666.
Middleton, D. (2010). Putting the learning into e-learning. Eur Polit Sci 9: 5–12.
Morgado, L. (2001). O papel do professor em contextos de ensino online: problemas evirtualidades. Discursos 3: 125–138.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R. & Sindhi, S. (2018). Online education: worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management 21 (4): 233–241.
Pasquino, G. (2002). Curso de Ciência Política. Cascais: Principia.
Pintassilgo, J. (2014). Os professores: entre a ciência da educação e a arte de ensinar (reflexões entre o passado e o presente), in Pesquisa(s) em história da educação e da infância: conexões entre a ciência e a história, org. S. Camara (Rio de Janeiro: Quartet – Faperj).
Moore, L., Dickson-Deane, C. & Galven, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education 14: 129–135.
Sakkir, G., Dollah, S. & Ahmad, J. (2021). E-learning in COVID-19 situation: students` perception. EduLine: Journal of Education and Learning Innovation 1 (1): 9–15.
Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M., & Voigt, D. (2004). Is e-Learning the solution for individual learning? Electronic Journal of e-Learning 2 (2): 273−280.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Wenczenovicz, T. J. (2020). Ensino a distância, dificuldades presenciais: perspectivas em tempos de COVID-19. Revista Ibero-Americana De Estudos Em Educação 15 (4): 1750–1768.
Electronic publications:
International Labour Organization (2020). Youth & COVID-19: Impacts on jobs, education, rights and mental well-being. Accessed 12. 5. 2022. URL:.
Brown, C. & Luzmore, R. (2021). A brief history of education – from Ancient Greece to the Enlightenment. Education Tomorrow (Society Now). Bingley: Emerald Publishing Limited: 39–55.
Chen, W. & Wellman, B. (2004). The global digital divide – within and between countries. IT&SOCIETY 1 (7): 18–25.
Davis, N. L., Gough, M. & Taylor, L. L. (2019). Online teaching: advantages, obstacles and tools for getting it right. Journal of Teaching in Travel & Tourism 19 (3): 256–263.
Eberly, M. B., Newton, S. E. & Wiggins, R. A. (2001). The syllabus as a tool for student centered learning. The Journal of General Education 50 (1): 56–74.
Evertson, C. M. & Green, J. L. (1986). Observation as inquiry and method, in Handbook of research on teaching, ed. M. Wittrock (New York: MacMillan): 162–230.
Flores, M. A. & Gago, M. (2020). Teacher education in times of COVID-19 pandemic In Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching 46 (4): 507–516.
Flores, M. A., Veiga Simão, A. M., Barros, A., Flores, P., Pereira, D., Lopes Fernandes, E.,Costa Ferreira, P., & Costa, L. (2021). Ensino e aprendizagem à distância em tempos de COVID-19: um estudo com alunos do Ensino Superior. Revista Portuguesa De Pedagogia 55: e055001.
Flores, M. A., Barros, A., Simão, A. M. V. et al. (2022). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic:personal and contextual factors. High Educ 83: 1389–1408.
Heath, A. F. & Clifford, P. (1990). Class inequalities in education in the Twentieth Century. Journal of the Royal Statistical Society 152 (1): 1–16.
Ibrahim, F. & Padilla-Valdez, N. (2021). Knowledge Management and Blended Learning: Towards a Compatibility and Complementarity Model, in Handbook of Research on Analyzing IT Opportunies for Inclusive Digital Learning, eds. Pablos, P. O., Almunawar, M. N., Chui, K. T. & Kaliannan, M. (USA: Igi Global).
Malet Calvo, D., Cairns, D., França, T., & de Azevedo, L. F. (2022). ‘There was no freedom to leave’: Global South international students in Portugal during the COVID-19 Pandemic. Policy Futures in Education 20 (4): 382–401.
Malinowski, B. (2014). Argonauts of the Western Pacific. London: Routledge.
Marks, G. N. (2005). Cross-National differences and accounting for social class inequalities in education. International Sociology 20 (4): 483–505.
Marques da Silva, S. (2021). Building trust, resilient regions, and educational narratives: Municipalities dealing with COVID-19 in border regions of Portugal. European Educational Research Journal 20 (5): 636–666.
Middleton, D. (2010). Putting the learning into e-learning. Eur Polit Sci 9: 5–12.
Morgado, L. (2001). O papel do professor em contextos de ensino online: problemas evirtualidades. Discursos 3: 125–138.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R. & Sindhi, S. (2018). Online education: worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management 21 (4): 233–241.
Pasquino, G. (2002). Curso de Ciência Política. Cascais: Principia.
Pintassilgo, J. (2014). Os professores: entre a ciência da educação e a arte de ensinar (reflexões entre o passado e o presente), in Pesquisa(s) em história da educação e da infância: conexões entre a ciência e a história, org. S. Camara (Rio de Janeiro: Quartet – Faperj).
Moore, L., Dickson-Deane, C. & Galven, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education 14: 129–135.
Sakkir, G., Dollah, S. & Ahmad, J. (2021). E-learning in COVID-19 situation: students` perception. EduLine: Journal of Education and Learning Innovation 1 (1): 9–15.
Tavangarian, D., Leypold, M. E., Nölting, K., Röser, M., & Voigt, D. (2004). Is e-Learning the solution for individual learning? Electronic Journal of e-Learning 2 (2): 273−280.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Wenczenovicz, T. J. (2020). Ensino a distância, dificuldades presenciais: perspectivas em tempos de COVID-19. Revista Ibero-Americana De Estudos Em Educação 15 (4): 1750–1768.
Electronic publications:
International Labour Organization (2020). Youth & COVID-19: Impacts on jobs, education, rights and mental well-being. Accessed 12. 5. 2022. URL: