https://doi.org/10.59132/ssd/2021/2/14-26
Povzetek
V času epidemije covida-19 je pomembno preučiti, kakšna je učna motivacija za delo na daljavo pri dijakih v Sloveniji in ali je odvisna od nekaterih značilnosti učnega procesa. V ta namen smo analizirali spletne anketne podatke dijakov pridobljene v treh časovnih točkah: aprila, junija in novembra 2020, v prvem in drugem valu epidemije covida-19. Rezultati so pokazali, da se motivacija za delo na daljavo v času epidemije covida-19 spreminja – ob koncu prvega vala je nekoliko narasla, nato pa v drugem valu zaznavno upadla. Nadalje je motivacija odvisna od nekaterih značilnosti učnega procesa, in sicer je višja med dijaki, ki so bolj zadovoljni z delom na daljavo, ki se jim zdijo učiteljeva navodila razumljiva, ki se jim količina oz. obseg snovi ne zdi prevelik, in med tistimi, ki se pri delu na daljavo srečujejo z manj ovirami. V sklepnem delu prispevka navajamo nekatere predloge za deležnike v izobraževanju.
Abstract
Motivation of Secondary School Students for Distance Learning during the COVID-19 Epidemic in Slovenia: Status Overview, Analysis and Suggestions
During the COVID-19 epidemic it is important to examine the motivation for distance learning among secondary school students in Slovenia and whether it depends on certain characteristics of the learning process. For this purpose, online survey data from secondary school students were analysed; the data were obtained at three time points: in April, June and November 2020, i.e. in the first and second wave of the COVID-19 epidemic. Th e results have shown that the motivation for distance learning during the COVID-19 epidemic varies – it had increased somewhat at the end of the first wave but then decreased considerably in the second wave. Moreover, the motivation depends on certain characteristics of the learning process; namely, it is higher among secondary school students who are more satisfied with distance learning, who find the teacher’s instructions understandable, who feel that the amount or scope of the learning content is not too large, and among those who encounter fewer barriers during distance learning. Th e concluding part of the paper gives a few suggestions for stakeholders in education.