Slovenian Students\u27 Experience with Distance Education

Za to magistrsko delo smo proučevali izkušnjo slovenskih študentov z izobraževanjem na daljavo. V teoretičnem delu smo opredelili termin izobraževanje na daljavo in sorodne pojme, proučili razvoj izobraževanja na daljavo, opredelili njegove prednosti in pomanjkljivosti ter ga primerjali z drugimi oblikami izobraževanja. V osrednjem delu smo proučili njegove pomembne elemente, kot so učna gradiva, orodja in tehnologija za izobraževanje na daljavo, in opredelili tudi vlogo učitelja pri tem. Na koncu smo predstavili še nekaj primerov izobraževanja na daljavo v svetu in oblike, v katerih se pojavlja v Sloveniji. V empiričnem delu smo proučili, katere metode in orodja so pri izobraževanju na daljavo uporabljali slovenski študentje, in ugotovili, da je nekaj razlik med študenti naravoslovnih in študenti družboslovnih študijskih smeri, pa tudi med študenti ljubljanske in študenti mariborske univerze. Zanimale so nas težave, ki so jih imeli študentje pri izobraževanju na daljavo, kako so zadovoljni z izobraževanjem na daljavo in kaj bi pri tem spremenili.As a part of our master\u27s thesis, we have studied the students’ experience with distance education. In the theoretical part, we have defined the term distance education and its related concepts. Next, we have defined the development of distance education, identified its advantages and disadvantages, and compared it with other forms of education. We have studied important elements of distance education, such as teaching materials, distance learning tools, technology, and teacher’s role. In the last part, we have presented examples of distance education in the world and the forms in which it occurs in Slovenia. In the empirical part, we have studied the methods and tools used by Slovenian students in distance education. We have discovered that there are some differences between students of natural and social sciences and between students of the University of Ljubljana and University of Maribor. Also, we were interested in the problems students were facing during distance education, their level of satisfaction with the concept, and their recommendations about its further implementation