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2022, vol. 71, br. 1, str. 81-94
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Poteškoće u nastavi na daljinu na alžirskim univerzitetima - perspektiva studenata finansijskog menadžmenta
Difficulties in distance education at a University in Algeria: The perspective of financial management students
aUniversité Constantine 2, Faculty of Economics, Commercial and Management Sciences, Management Department, El Khroub, Algeria bUniversity of Jijel, Faculty of Economics, Commercial and Management Sciences, Management Department, Jijel, Algeria
e-adresa: Seifeddine.boufalta@univ-constantine2.dz
Sažetak
Obrazovanje na daljinu je jedan od načina organizovanja obrazovanja koji se primenjuje na mnogim univerzitetima, ali je njegova upotreba kao alternativa tradicionalnom obrazovanju izazov sa kojim se suočavaju univerziteti širom sveta. Cilj ovog istraživanja bio je da se identifikuju poteškoće sa kojima se suočavaju studenti u obrazovanju na daljinu. Primenjujući deskriptivnu metodologiju, anketirali smo 117 studenata finansijskog menadžmenta Univerziteta "Konstantin 2" u Alžiru. Rezultati istraživanja ukazuju na to da se studenti susreću sa različitim tehničkim, finansijskim, obrazovnim i psihološkim poteškoćama. Ne postoje razlike u odgovorima studenata u odnosu na pol, digitalne tehnologije koje koriste i nivo informatičkih veština.
Abstract
Distance education is an educational approach adopted by many universities, but its use as an alternative to traditional education has posed a real challenge to some universities around the world. The purpose of this study was to identify the difficulties encountered by students in a distance education system, and to this end, we relied on the descriptive approach using a questionnaire as an instrument for data collection, which was distributed to 117 financial management students from Constantine 2 University in Algeria. We arrived at a set of conclusions, the most important of which are: students in this type of education face a variety of technical, financial, pedagogical, and psychological difficulties; there is no difference in student responses based on gender, distance education digital devices, or computer skills level.
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