ZADOVOLJSTVO STUDENATA RUMUNJSKOG JEZIKA I KNJIŽEVNOSTI ONLINE NASTAVOM TIJEKOM PANDEMIJE COVIDA-19
Главни садржај чланка
Сажетак
Pandemija Covida-19 imala je golem utjecaj na poučavanje, ali i na iskustvo učenja studenata u svim područjima. Situacija nastala zbog pandemije donijela je jedinstvene izazove za održavanje nastavnog procesa i nametnula kao rješenje uvođenje hitne online nastave. Ispitivanje zadovoljstva online nastavom važan je aspekt promicanja uspješnih obrazovnih procesa. Ovo je istraživanje imalo za cilj identificirati čimbenike koji su utjecali na zadovoljstvo, odnosno na nezadovoljstvo studenata rumunjskog jezika i književnosti s Filozofskog fakulteta Sveučilišta u Zagrebu provođenjem nastave online tijekom pandemije Covida-19. U svrhu istraživanja osmišljen je online upitnik. Pozivu na ispunjavanje upitnika odazvala se većina studenata uključenih u online učenje tijekom pandemije. Rezultati istraživanja pokazuju da su studenti imali više poteškoća s prelaskom na online učenje tijekom pandemije Covid-19, poput problema s tehnologijom, problema s upravljanjem vremenom i s ravnotežom između privatnog života i obrazovanja. Unatoč svim navedenim teškoćama, rezultati također pokazuju da je većina ispitanih studenata zadovoljna iskustvom online učenja.
Downloads
Download data is not yet available.
Детаљи чланка
Како цитирати
Ćupurdija, D. G., Olujić, I. M., & Radosavljević, P. R. (2023). ZADOVOLJSTVO STUDENATA RUMUNJSKOG JEZIKA I KNJIŽEVNOSTI ONLINE NASTAVOM TIJEKOM PANDEMIJE COVIDA-19. Методички видици, 14(14-1), 207–227. https://doi.org/10.19090/mv.2023.14.207-227
Bрој часописа
Секција
TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC: THE RISE OF ELEARNING
Референце
Borzan, Ž., Ivanković, D., Kovačević, L. (2021). Digitalizacija nastave u vrijeme pandemije COVID-19, u 11. međunarodna konferencija Razvoj javne uprave – zbornik radova, ur. Ž. Sudarić, T. Petrašević. (Vukovar: Veleučilište „Lavoslav Ružička”): 49–57. Pristupljeno 10. 5. 2022. URL: .
Cole, M., Shelley, D., Swartz, L. (2014). Online Instruction, E-Learning, and Student Satisfaction: A Three Year Study. International Review of Research in Open and Distance Learning 15: 111–131. Pristupljeno 10. 5. 2022. URL:.
Croxton, R. A. (2014). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. MERLOT Journal of Online Learning and Teaching 10 (2): 314–324. Pristupljeno 10. 5. 2022. URL:.
Ellaway, R., Masters, K. (2008). AMEE Guide 32: e-Learning in Medical Education Part 1: Learning, Teaching and Assessment. Med Teach 30 (5): 455–473. Pristupljeno 10. 5. 2022. URL:
Elliott, K., Healy, M. (2001). Key Factors Influencing Student Satisfaction Related to Recruitment and Retention 1. Journal of Marketing for Higher Education 10: 1–11. Pristupljeno 10. 5. 2022. URL:
.
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education 64 (5): 426–438. Pristupljeno 10. 5. 2022. URL:.
Fong-Ling, F. (2010). Comparison of Students’ Satisfaction and Dissatisfaction Factors in Different Classroom Types in Higher Education Hybrid Learning, u ICHL'10: Proceedings of the Third international conference on Hybrid learning: 415–426. Pristupljeno 10. 5. 2022. URL:
.
Ilić, M. (2021). Zadovoljstvo studenata Libertas međunarodnog sveučilišta provedbom nastave za vrijeme pandemije bolesti COVID-19. Zbornik sveučilišta Libertas 6 (6): 135–152. Pristupljeno 10. 5. 2022. URL:.
Klindžić, J., Banek Zorica, M., Lazić, N. (2014). Sustav učenja na daljinu Omega: prvo desetljeće. Informacijska tehnologija u obrazovanju, ur. J. Lasić-Lazić (Zagreb: Zavod za informacijske studije): 59–76.
Kolar, P., Turčinović, F., Bojanjac, D. (2020). Experiences with Online Education During the COVID-19 Pandemic–Stricken Semester, u International Symposium ELMAR-2020, ur. M. Muštra, J. Vuković, J., B. Zovko-Cihlar (Zagreb: Croatian Society Electronics in Marine – ELMAR): 97–100. Pristupljeno 15. 5. 2022. URL:.
Meyer, K. A. (2014). Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report 40 (6): 1–114. Pristupljeno 10. 7. 2022. URL:.
Miyazoe, T., Anderson, T. (2010). The interaction equivalency theorem. Journal of Interactive Online Learning 9 (2): 94–104. Pristupljeno 14. 5. 2022. URL:.
Nikou, S., Maslov, I. (2020). An analysis of students’ perspectives on e-learning participation – the case of COVID-19 pandemic. The International Journal of Information and Learning Technology 38 (3): 299–315. Pristupljeno 24. 6. 2022. URL:.
Pavin Ivanec, T. (2022). The Lack of Academic Social Interactions and Students’ Learning Difficulties during COVID-19 Faculty Lockdowns in Croatia: The Mediating Role of the Perceived Sense of Life Disruption Caused by the Pandemic and the Adjustment to Online Studying. Social Sciences 11 (2): 42. Pristupljeno 10. 8. 2022. URL:.
Pauković, M. i Krstinić, M. (2021). Hibridna nastava – izazov i mogućnost "novog normalnog". Obrazovanje za poduzetništvo – E4E 11 (2): 130–139. Pristupljeno 10. 8. 2022. URL:.
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., Hanson, J. (2016). Attitude, Digital Literacy and Self Efficacy: Flow-on Effects for Online Learning Behavior, The Internet and Higher Education 29: 91–97. Pristupljeno 15. 6. 2022. URL:.
Rienties, B., Toetenel, L. (2016). The Impact of Learning Design on Student Behaviour, Satisfaction and Performance: A Cross-Institutional Comparison Across 151 Modules. Computers in Human Behavior 60: 333–341. Pristupljeno 24. 6. 2022. URL:
Wei, H.-C., Chou, C. (2020). Online Learning Performance and Satisfaction: Do Perceptions and Readiness Matter? Distance Education 41 (1): 48–69. Pristupljeno 24. 6. 2022. URL:.
Cole, M., Shelley, D., Swartz, L. (2014). Online Instruction, E-Learning, and Student Satisfaction: A Three Year Study. International Review of Research in Open and Distance Learning 15: 111–131. Pristupljeno 10. 5. 2022. URL:
Croxton, R. A. (2014). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. MERLOT Journal of Online Learning and Teaching 10 (2): 314–324. Pristupljeno 10. 5. 2022. URL:
Ellaway, R., Masters, K. (2008). AMEE Guide 32: e-Learning in Medical Education Part 1: Learning, Teaching and Assessment. Med Teach 30 (5): 455–473. Pristupljeno 10. 5. 2022. URL:
Elliott, K., Healy, M. (2001). Key Factors Influencing Student Satisfaction Related to Recruitment and Retention 1. Journal of Marketing for Higher Education 10: 1–11. Pristupljeno 10. 5. 2022. URL:
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education 64 (5): 426–438. Pristupljeno 10. 5. 2022. URL:
Fong-Ling, F. (2010). Comparison of Students’ Satisfaction and Dissatisfaction Factors in Different Classroom Types in Higher Education Hybrid Learning, u ICHL'10: Proceedings of the Third international conference on Hybrid learning: 415–426. Pristupljeno 10. 5. 2022. URL:
Ilić, M. (2021). Zadovoljstvo studenata Libertas međunarodnog sveučilišta provedbom nastave za vrijeme pandemije bolesti COVID-19. Zbornik sveučilišta Libertas 6 (6): 135–152. Pristupljeno 10. 5. 2022. URL:
Klindžić, J., Banek Zorica, M., Lazić, N. (2014). Sustav učenja na daljinu Omega: prvo desetljeće. Informacijska tehnologija u obrazovanju, ur. J. Lasić-Lazić (Zagreb: Zavod za informacijske studije): 59–76.
Kolar, P., Turčinović, F., Bojanjac, D. (2020). Experiences with Online Education During the COVID-19 Pandemic–Stricken Semester, u International Symposium ELMAR-2020, ur. M. Muštra, J. Vuković, J., B. Zovko-Cihlar (Zagreb: Croatian Society Electronics in Marine – ELMAR): 97–100. Pristupljeno 15. 5. 2022. URL:
Meyer, K. A. (2014). Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report 40 (6): 1–114. Pristupljeno 10. 7. 2022. URL:
Miyazoe, T., Anderson, T. (2010). The interaction equivalency theorem. Journal of Interactive Online Learning 9 (2): 94–104. Pristupljeno 14. 5. 2022. URL:
Nikou, S., Maslov, I. (2020). An analysis of students’ perspectives on e-learning participation – the case of COVID-19 pandemic. The International Journal of Information and Learning Technology 38 (3): 299–315. Pristupljeno 24. 6. 2022. URL:
Pavin Ivanec, T. (2022). The Lack of Academic Social Interactions and Students’ Learning Difficulties during COVID-19 Faculty Lockdowns in Croatia: The Mediating Role of the Perceived Sense of Life Disruption Caused by the Pandemic and the Adjustment to Online Studying. Social Sciences 11 (2): 42. Pristupljeno 10. 8. 2022. URL:
Pauković, M. i Krstinić, M. (2021). Hibridna nastava – izazov i mogućnost "novog normalnog". Obrazovanje za poduzetništvo – E4E 11 (2): 130–139. Pristupljeno 10. 8. 2022. URL:
Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., Hanson, J. (2016). Attitude, Digital Literacy and Self Efficacy: Flow-on Effects for Online Learning Behavior, The Internet and Higher Education 29: 91–97. Pristupljeno 15. 6. 2022. URL:
Rienties, B., Toetenel, L. (2016). The Impact of Learning Design on Student Behaviour, Satisfaction and Performance: A Cross-Institutional Comparison Across 151 Modules. Computers in Human Behavior 60: 333–341. Pristupljeno 24. 6. 2022. URL:
Wei, H.-C., Chou, C. (2020). Online Learning Performance and Satisfaction: Do Perceptions and Readiness Matter? Distance Education 41 (1): 48–69. Pristupljeno 24. 6. 2022. URL: