Doživljaj učenika srednjih škola o onlajn i skraćеnoj nastavi za vrijeme pandemije u odnosu na tradicionalni način izvođenja nastave
DOI:
https://doi.org/10.7251/FLZB2324339RKljučne reči:
nastava tokom COVID-19 pandemije, onlajn nastava, skraćena nastava, osobine ličnosti, zadovoljstvo životomApstrakt
Cilj istraživanja bio je ispitati kako su srednjoškolci iz Republike Srpske doživjeli modalitete onlajn i skraćene nastave tokom COVID- 19 pandemije, u odnosu na tradicionalnu nastavu prije pandemije. Provjereno je i koliko se doživljaji nastave mogu objasniti razlikama u osobinama ličnosti i opštim zadovoljstvom životom učenika. Uzorak je obuhvatio 673 srednjoškolca, koji su Skalom učeničkog doživljaja nastave samoprocjenjivali svoje viđenje skraćenog, onlajn i tradicionalnog modaliteta nastave, po dimen zijama opterećenja i zadovoljstva. Doživljaj skraćenog modaliteta nastave, koji je bio aktuelan u trenutku ispitivanja, dodatno je ispitan pitanjima otvorenog tipa. Rezultati pokazuju da je zadovoljstvo tradicionalnom nastavom najviše, a onlajn nastavom najniže. Najviše je opterećenje onlajn, a najniže skraćenom nastavom Zadovoljstvo je veće od opterećenja za tradicionalnu i skraćenu nastavu, a opterećenje je više od zadovoljstva za onlajn nastavu. Osobine ličnosti i zadovoljstvo životom učenika relativno nisko predviđaju dimenzije doživljaja nastave (3.3–10.1% objašnjene varijanse), uz dva trenda: savjesnost i zadovoljstvo životom su relativno konzistentni pozitivni prediktori zadovoljstva i negativni prediktori opterećenosti. Ipak, statistička kontrola osobina ličnosti i zadovoljstva životom uglavnom dovodi do gubitka razlika u nivoima opterećenja i zadovoljstva po kompariranim modalitetima nastave. Kvalitativne analize doživljaja skraćene nastave sugerišu da učenici kao najveće mane ovog modaliteta ističu nedostatak (nastavnog) vremena, neadekvatan koncept i način izvođenja nastave, preopterećenost i uskraćenost za znanje. Interesantno je da se slični aspekti istovremeno izdvajaju i kao prednost, jer neki učenici pohvaljuju adekvatnost koncepta i načina izvođenja nastave, više slobodnog vremena, manje vremena provedenog u školi i manju opterećenost.
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