Metrika

  • citati u SCIndeksu: 0
  • citati u CrossRef-u:0
  • citati u Google Scholaru:[]
  • posete u poslednjih 30 dana:25
  • preuzimanja u poslednjih 30 dana:13

Sadržaj

članak: 1 od 114  
Back povratak na rezultate
Nastava i vaspitanje
2022, vol. 71, br. 3, str. 347-362
Angažovanost učenika u onlajn i neposrednoj nastavi u vreme pandemije
Simić Natašaa, Mojović-Zdravković Kristinaa, Ignjatović Natalijab
aUniverzitet u Beogradu, Filozofski fakultet, Institut za psihologiju, Srbija
bUniverzitet u Beogradu, Filozofski fakultet, Srbija

e-adresa: nsimic@f.bg.ac.rs
Projekat:
Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije (institucija: Univerzitet u Beogradu, Filozofski fakultet) (MPNTR - 451-03-68/2020-14/200163)
This study is a result of research activities conducted as part of the project supported by the Erasmus+ project "Illumine - A community for exploring and sharing uses of evidence-based teaching strategies", which has been partially funded by the European Union under project grant Nº 2020-1-ES01-KA201-082504

Sažetak
Iako je od izbijanja pandemije kovid-19 sprovedeno više studija o dostupnosti učenja na daljinu i načina na koji ga učenici doživljavaju, miks-metodska istraživanja koja se bave angažovanjem učenika u onlajn okruženju su malobrojna. Cilj ove studije je bio da se utvrde i uporede nivoi školskog angažovanja na onlajn časovima u odnosu na angažovanje pri neposrednoj nastavi. Učenici srednjih škola (N=132, 81,8% devojke, Mgod =16.3) popunjavali su onlajn upitnik o školskom angažovanju (School Engagement Measure Questionnaire) uzimajući u obzir onlajn i neposrednu nastavu, i odgovarali na jedno otvoreno pitanje o svom viđenju razlika između ove dve vrste časova. Statističkom analizom je utvrđeno da se učenici više angažuju u neposrednoj nastavi (F (1,131) = 106.316, p = .000, e2 =.448), pri čemu oni koji inače postižu najbolji školski uspeh pokazuju najveći pad u angažovanju na onlajn časovima. Tematskom analizom odgovora na otvoreno pitanje ustanovili smo četiri teme: aktivno učenje (f=42), strategije učenja i resursi (15), organizacija vremena (15) i ocenjivanje (6). Evaluativna analiza je pokazala da učenici iste teme opisuju na različite načine - dok je u nekoliko slučajeva aktivno učenje u onlajn nastavi bilo izraženije, u većini slučajeva ono se smanjilo; dok su neki učenici efikasnije organizovali svoje vreme za učenje u onlajn kontekstu, drugi su bili efikasniji uživo. Možemo zaključiti da u slučaju strategija učenja i angažovanja učenika preovladavaju negativni ishodi onlajn nastave i da je nastavnicima potrebna dodatna podrška u organizovanju individualizovane i diferencirane nastave kako bi se podstakli viši nivoi angažovanja i samoregulacije u nastavi na daljinu u vanrednim uslovima.
Reference
  Naknadno pridodat članak: provera, normiranje i linkovanje referenci u toku.

 

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments, 1-13. https://doi.org/10.1080/10494820.2020.1813180

 

AlAzzam, M., Abuhammad, S., Abdalrahim, A., & Hamdan-Mansour, A. M. (2021). Predictors of depression and anxiety among senior high school students during COVID-19 pandemic: The context of home quarantine and online education. The Journal of School Nursing, 37(4), 241-248. https:// doi.org/10.1177/1059840520988548

 

Allen, I. E., & Seaman, J. (2010). Class differences: Online education in the United States, 2010. Sloan Consortium (NJ1)

 

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. https://doi.org/10.1002/pits.20303

 

Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2020). Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers & Education, 149(2020), 103783, 103783. https://doi.org/10.1016/j.compedu.2019.103783

 

Bond, M. (2020a). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15(2), 191-247. https://doi. org/10.5281/zenodo.4425683

 

Bond, M. (2020b). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 15(1), 1-36. https://doi.org/10.1016/j.compedu.2020.103819

 

Bond, M., Bergdahl, N., Mendizabal-Espinosa, R., Kneale, D., Bolan, F., Hull, P., & Ramadani, F. (2021). Global emergency remote education in secondary schools during the COVID-19 pandemic: A systematic review. EPPI Centre, UCL Social Research Institute, University College London

 

Bray, A., Banks, J., Devitt, A., & Ní Chorcora, E. (2021). Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland. Irish Educational Studies, 40(2), 431-441. https://doi.org/10.1080/03323315.2021.1917444

 

Bullen, M. (1998). Participation and critical thinking in online university distance education. Journal of distance education, 13(2), 1-32

 

Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during covid 19 pandemic-a comparative analysis between the perceptions of academic students and high school students from Romania. Sustainability, 13(9), 5311. https://doi.org/10.3390/su13095311

 

Carter, M., McGee, R., Taylor, B., & Williams, S. (2007). Health outcomes in adolescence: Associations with family, friends and school engagement. Journal of adolescence, 30(1), 51-62. https://doi. org/10.1016/j.adolescence.2005.04.002

 

Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S14-S30. https://doi.org/10.1080/15391523.2021.1891998

 

Eccles, J. S. (2007). Families, Schools, and Developing Achievement-Related Motivations and Engagement. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 665-691). The Guilford Press

 

Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308-318. https:// doi.org/10.1080/00220670209596604

 

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086

 

Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5

 

Forum of Belgrade high schools (2021). Survey on teachers' , students' and parents' satisfaction with online education. Forum of Belgrade high schools

 

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059

 

Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763-782). Springer. https://doi. org/10.1007/978-1-4614-2018-7_37

 

Giannopoulou, I., Efstathiou, V., Triantafyllou, G., Korkoliakou, P., & Douzenis, A. (2021). Adding stress to the stressed: Senior high school students' mental health amidst the COVID-19 nationwide lockdown in Greece. Psychiatry Research, 295 (2021), 113560, 113560. https://doi.org/10.1016/j. psychres.2020.113560

 

Hermanto, Y. B., & Srimulyani, V. A. (2021). The challenges of online learning during the covid-19 pandemic. Jurnal Pendidikan Dan Pengajaran, 54(1), 46-57. http://dx.doi.org/10.23887/jpp.v54i1

 

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. Retrieved from https://er.educause. edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

 

Hu, M., & Li, H. (2017, June). Student engagement in online learning: A review. In 2017 International Symposium on Educational Technology (ISET) (pp. 39-43). IEEE. https://doi.org/10.1109/ISET.2017.17

 

Institute for evaluation of the quality of education, IEQE (2021). Report on evaluation of distance education in high schools. Institute for evaluation of the quality of education

 

Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during COVID-19 crisis: Students' engagement. Education and information technologies, 26(6), 7033-7055. https://doi. org/10.1007/s10639-021-10566-4

 

Loukas, A., Roalson, L. A., & Herrera, D. E. (2010). School connectedness buffers the effects of negative family relations and poor effortful control on early adolescent conduct problems. Journal of Research on Adolescence, 20(1), 13-22. https://doi.org/10.1111/j.1532-7795.2009.00632.x

 

Lucas, M., Nelson, J., & Sims, D. (2020, June). Schools' responses to Covid-19: Pupil engagement in remote learning. National Foundation for Educational Research Report. Retrieved from https://files.eric. ed.gov/fulltext/ED608590.pdf

 

Mac Domhnaill, C., Mohan, G., & McCoy, S. (2021). Home broadband and student engagement during COVID-19 emergency remote teaching. Distance Education, 42(4), 465-493. https://doi.org/10.1 080/01587919.2021.1986372

 

Mićić, K., Kovács-Cerović, T., & Vračar, S. (2021). Trendovi u iskustvima nastavnika osnovnih škola tokom prve godine COVID-19 pandemije u Srbiji -analiza narativa. Psihološka istraživanja, 24(2), 163-182. https://doi.org/10.5937/PSISTRA24-32799

 

Mutavdžin, D., Stančić, M., & Bogunović, B. (2021). Biti povezan -podržavanje samoregulisanog učenja u višem muzičkom obrazovanju pre i nakon pandemije. Psihološka istraživanja, 24(2), 277-301. https://doi.org/10.5937/PSISTRA24-32702

 

National Research Council & Institute of Medicine (2004). Engaging schools: Fostering high school students' motivation to learn. National Academies Press

 

Ng, C. (2019). Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in Distance Education. Distance education, 40(4), 469-496. https://doi.org/10.1080/01587919.2019.1681892

 

Northey, G., Bucic, T., Chylinski, M., & Govind, R. (2015). Increasing student engagement using asynchronous learning. Journal of Marketing Education, 37(3), 171-180. https://doi.org/10.1177/0273475315589814

 

Perkins, C., & Murphy, E. (2006). Identifying and measuring individual engagement in critical thinking in online discussions: An exploratory case study. Journal of Educational Technology & Society, 9(1), 298-307

 

Perry, J. C. (2008). School engagement among urban youth of color: Criterion pattern effects of vocational exploration and racial identity. Journal of Career Development, 34(4), 397-422. https:// doi.org/10.1177/0894845308316293

 

Russell, J. M., Baik, C., Ryan, A. T., & Molloy, E. (2020). Fostering self-regulated learning in higher education: Making self-regulation visible. Active Learning in Higher Education, 23(2), 97-113. https:// doi.org/10.1177/1469787420982378

 

Spitzer, M. W. H., Gutsfeld, R., Wirzberger, M., & Moeller, K. (2021). Evaluating students' engagement with an online learning environment during and after COVID-19 related school closures: A survival analysis approach. Trends in Neuroscience and Education, 25, 100168. https://doi.org/10.1016/j. tine.2021.100168

 

Swicord, B., Chancey, J. M., & Bruce-Davis, M. N. (2013). "Just What I Need": Gifted Students' Perceptions of One Online Learning System. SAGE Open, 3(2). https://doi.org/10.1177/2158244013484914

 

Tulaskar, R., & Turunen, M. (2022). What students want? Experiences, challenges, and engagement during Emergency Remote Learning amidst COVID-19 crisis. Education and Information technologies, 27(1), 551-587. https://doi.org/10.1007/s10639-021-10747-1

 

Ulum, H. (2022). The effects of online education on academic success: A meta-analysis study. Education and Information Technologies, 27(1), 429-450. https://doi.org/10.1007/s10639-021-10740-8

 

UNICEF & MoESTD (2020). The response of the preschool education system during Covid-19 pandemic -Monitoring of activities performed by preschool institutions during Covid-19 pandemic. UNICEF, Ministry of education, science and technological development

 

Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students' learning outcomes. Review of Educational Research, 85(4), 475-511. https://doi.org/10.3102/0034654314564881

 

Vračar, S., Mićić, K., & Simić, N. (2020, November 27-28). Studentske percepcije onlajn nastave na univerzitetima u Srbiji tokom (prvog talasa) pandemije COVID-19. [Conference session] 68. Kongres psihologa Srbije -Psihologija iz dana u dan, Belgrade, Serbia

 

Vuletić, T., Ignjatović, N., Stanković, B., & Ivanov, A. (2021). "Normalizing" Everyday Life in the State of Emergency: Experiences, Well-Being and Coping Strategies of Emerging Adults in Serbia during the First Wave of the COVID-19 Pandemic. Emerging Adulthood, 9(5), 583-601. https://doi. org/10.1177%2F21676968211029513

 

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students' experience of online learning during Covid-19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337
   

O članku

jezik rada: engleski
vrsta rada: izvorni naučni članak
DOI: 10.5937/nasvas2203347S
primljen: 23.08.2022.
revidiran: 31.10.2022.
prihvaćen: 05.11.2022.
objavljen u SCIndeksu: 28.01.2023.
Creative Commons License 4.0

Povezani članci

Nema povezanih članaka