Iti dlje od učenja prek videokonference: ugotovitve študije o krepitvi zmožnosti kosovskih učiteljev v obdobju po epidemiji covida-19
Povzetek
Med pandemijo covida-19 so bili učitelji izpostavljeni s tehnologijo podkrepljenemu učenju, kar je bila posledica ukrepov v izrednih razmerah, vendar kljub desetletjem napredka na področju izobraževalne tehnologije spletne učne izkušnje niso bile premišljeno načrtovane. Najnovejše raziskave opozarjajo na vrzel med elementi načrtovanja spletnega strokovnega izpopolnjevanja in potrebami učiteljev po strokovnem izpopolnjevanju v spletnem izobraževanju. S to raziskavo, ki temelji na načrtovanju, smo zato skušali ponuditi intervencijo v obliki programa strokovnega izpopolnjevanja, ki bi temeljil na specifičnih potrebah učiteljev. V tej študiji poročamo o ugotovitvah tega dvostopenjskega petfaznega spletnega strokovnega izpopolnjevanja, ki se ga je udeležilo 90 aktivnih srednješolskih učiteljev na Kosovu. Študija osvetljuje izkušnje in stališča učiteljev ter njihovo pripravljenost na praktične pristope za vključevanje kompleksnih tehnologij, kadar so na voljo, ob hkratnem izkoriščanju moči konceptov načrtovanja pouka v obdobju po epidemiji covida-19. Dokazi kažejo, da morajo programi spletnega strokovnega izpopolnjevanja za razvijanje učinkovitih učnih zmožnosti v tem okolju presegati preproste, že pripravljene tehnološke (npr. videokonferenčne) aplikacije. Podobno naši podatki kažejo, da vključitev predhodne ocene potreb v spletno in kombinirano izobraževanje učiteljev pozitivno vpliva na razvoj odnosa učiteljev do spletnega izobraževanja. Ta članek vsebuje konkretna priporočila za vse inovativne vodje izobraževalnih sistemov, učitelje ali znanstvenike, ki upajo, da bodo lahko uporabili novo znanje o spletnem izobraževanju za krepitev učiteljske prakse.
Prenosi
Literatura
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
Bannan-Ritland, B. (2003). The role of design in research: The integrative learning design framework. Educational Researcher, 32(1), 21–24. https://doi.org/10.3102/0013189X032001021
Beach, P., Favret, E., Minuk, A., & Martinussen, R. (2022). Canadian teachers’ perceptions of online professional development. Journal of Educators Online, 19(3). https://doi.org/10.21432/cjlt27948
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844
Bragg, A. L., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development. Computers & Education, 166, 1–23. https://doi.org/10.1016/j.compedu.2021.104158
Carrillo, C., Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
Conole, G. (2014). The 7Cs of learning design – A new approach to rethinking design practice. In S. Bayne, C. Jones, M. de Laat, T. Ryberg, & C. Sinclair (Eds.), Proceedings of the 9th International Conference on Networked Learning (pp. 502–509). University of Edinburgh. https://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2014/abstracts/pdf/conole.pdf
Crossman, K. E. (2014). Intensive English for academic purposes: A curriculum designed and developed for local English language learners entering university. [Doctoral dissertation, University of Calgary, Graduate Studies].
Czerkawski, B. C., & Lyman, E. W. (2016). An instructional design framework for fostering student engagement in online learning environments. TechTrends, 60(6), 532–539. https://doi.org/10.1007/s11528-016-0110-z
Dede, C. (2014). The role of digital technologies in deeper learning (Students at the Center: Deeper Learning Research Series). Jobs for the Future. https://studentsatthecenterhub.org/wp-content/uploads/The-Role-of-Digital-Technologies-in-Deeper-Learning-120114-1.pdf
Eickelmann, B., & Vennemann, M. (2017). Teachers’ attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal EERJ, 16(6), 733–761. https://doi.org/10.1177/1474904117725899
Forman, E. A., & McPhail, J. (1993). Vygotskian perspective on children’s collaborative problemsolving activities. In E. A. Forman, N. Minick, & C. A. Stone (Ed.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 213–229). Oxford University Press.
Fuch, C., & Phillips, C. R. (2022). Working together to get it right: Creating a just-in-time professional development course for faculty during the COVID-19 pandemic. International Journal on Innovations in Online Education, 6(1), 15–28. https://doi.org/10.1615/IntJInnovOnlineEdu.2022045084
Gao, D., & Ji, Y. (2019). Research on the framework of online course design based on “First Principles of Instruction”. In K. Tutschku (Ed.), The 2nd Conference on Education and Cognition, Behavior, Neuroscience, ESSP proceedings series (pp. 30–38). Francis Academic Press. https://webofproceedings.org/proceedings_series/ESSP/ICECBN%202019/CBN16006.pdf
Garrison, D. R. (2016). Thinking collaboratively: Learning in a community of inquiry (1st ed). Routledge. https://doi.org/10.4324/9781315740751
Gorozidis, G., & Papaioannou, A. G. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1–11. https://doi.org/10.1016/j.tate.2013.12.001
Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2007). Design-based research and doctoral students: Guidelines for preparing a dissertation proposal. In C. Montgomerie, & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 4089–4097). AACE.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, B. (2021, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-andonline-learning
Kaden, U. (2020). COVID-19 School closure-related changes to the professional life of a K-12 Teacher. Education Sciences, 10(6), 165–178. https://doi.org/10.3390/educsci10060165
Karataş, S., Yilmaz, A. B., Dikmen, C. H., Ermiş, U. F., & Gürbüz, O. (2017). Interaction in distance education environments: A trend analysis. Quarterly Review of Distance Education, 18(1), 63–82.
Kowch, E. (2021). Leading transformation with digital innovations in schools and universities: Beyond adoption. In D. I. Fenthaler, S. Hofhues, M. Egloffstein, & C. Helbig (Eds.), Digital transformaction of learning organizations (pp. 145–168). Springer. https://doi.org/10.1007/978-3-030-55878-9_9
Kuhfeld, M., Soland, J., Lewis, K., Ruzek, E., & Johnson, A. (2022). The COVID-19 school year: Learning and recovery across 2020-2021. AERA Open, 8. https://doi.org/10.1177/23328584221099306
Lai, C. L., & Hwang, G. J. (2021). Strategies for enhancing self-regulation in e-learning: A review of selected journal publications from 2010 to 2020. Interactive Learning Environments, 31(6), 3747–3779. https://doi.org/10.1080/10494820.2021.1943455
Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. SAGE.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001
McKenney, & Reeves, T. C. (2018). Conducting educational design research (2nd ed.). Routledge. https://doi.org/10.4324/9781315105642
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/bf02505024
Ministry of Education, Science, Technology and Innovation of the Republic of Kosova. (2017). Framework for Teacher Professional Development. https://masht.rks-gov.net/korniza-strategjike-per-zhvillimin-e-mesimdhenesve-ne-kosove/
Ministry of Education, Science, Technology and Innovation of the Republic of Kosova. (2022). Education Strategy 2022-2026. https://masht.rks-gov.net/wp-content/uploads/2022/11/03-Strategja-e-Arsimit-2022-2026-Eng-Web.pdf
Morina, M., Uka, A., & Raza, K. (2021). A case study on Kosovan teachers’ transition to distance education during COVID-19 pandemic. International Journal on Innovations in Online Education, 5(2), 33–54. https://doi.org/10.1615/IntJInnovOnlineEdu.2021038933
Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4), 1–12. https://doi.org/10.1177/2158244016680688
Reigeluth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory (1st ed., Vol. II). Routledge. https://doi.org/10.4324/9781410603784
Scull, J., Philips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: An Australian perspective. Journal of Education for Teaching: International Research and Pedagogy, 46(4), 497–506. https://doi.org/10.1080/02607476.2020.1802701
Taylor Institute for Teaching and Learning (2022). Emerging Teachers Development Program: Capstone Project [Class handout]. University of Calgary, TI 0898 002.
Urankar, B., & Jamšek, J., (2022). Insights into engineering education teaching practice in Slovenian primary schools during the Covid-19 pandemic: Distance learning model. Center for Educational Policy Studies Journal, 12(4), 258–261. https://doi.org/10.26529/cepsj.1153
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. ETR&D, 53, 5–23. https://doi.org/10.1007/BF02504682
West, R. E. (2022). Introduction to design, delivery, and assessment in ODDE: Theories, research, and practices to guide ODDE design and assessment. In O. Zawacki-Richter, & I. Jung (Eds.), Handbook of open, distance and digital education (pp. 1155–1157). Springer. https://doi.org/10.1007/978-981-19-0351-9_89-1
Zawacki-Richter, O., & Jung, I. (Eds.). (2023). Handbook of open, distance and digital education. Springer. https://doi.org/10.1007/978-981-19-0351-9_79-1
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
