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Title:RAZVOJ IN UPORABA MODELA E-IZOBRAŽEVANJA ANGLEŠKEGA POSLOVNEGA JEZIKA
Authors:Tratnik, Alenka (Author)
Jereb, Eva (Mentor) More about this mentor... New window
Files:.pdf RAZ_Tratnik_Alenka_i2015.pdf (3,21 MB)
MD5: C11A3745C202753AF79F86D3D7391791
 
Language:Slovenian
Work type:Doctoral dissertation (mb31)
Organization:FOV - Faculty of Organizational Sciences in Kranj
Abstract:V doktorski disertaciji so uvodoma predstavljeni teoretični vidiki e-izobraževanja, opredeljena različna pojmovanja e-izobraževanja, od splošnih do bolj specifičnih, opisujemo pa tudi poglavitne značilnosti in različne oblike e-izobraževanja. Nadalje predstavljamo začetke in razvoj e-izobraževanja od študija na daljavo do sodobnih oblik mobilnega izobraževanja ter ključne razlike med klasičnim načinom izobraževanja v učilnici in e-izobraževanjem. E-izobraževanje se pojavlja v različnih izvedbenih modelih, ki jih po posameznih fazah razvoja predstavljamo v poglavju o modelih izobraževanja, prikazujemo pa tudi prednosti in pomanjkljivosti e-izobraževanja ter vlogo in kompetence različnih udeležencev e-izobraževanja. Specifičnost tujejezikovnega poučevanja zahteva uporabo drugačne metodike. Razvoj različnih metod za učenje in poučevanje angleščine ter razlogi za prelom od klasičnega načina izobraževanja so pojasnjeni iz različnih zornih kotov, teoretičnega, praktičnega kakor tudi z vidika uporabe informacijsko-komunikacijskih tehnologij. Eno od osrednjih poglavij naloge predstavlja razvoj modela e-izobraževanja angleškega poslovnega jezika, kjer se osredotočamo na opredelitev ciljev, pogojev in izhodišč za eksperimentalno uvedbo modela v pedagoški proces na Univerzi v Mariboru, Fakulteti za organizacijske vede ter razčlenjujemo posamezne faze razvoja modela. Poglobljeno se lotevamo tudi predstavitve zgradbe modela z opisom vsebine, študijskih gradiv in posameznih učnih aktivnosti. V empiričnem delu naloge analiziramo rezultate raziskave o testiranju modela, kjer smo ovrgli dve od treh zastavljenih hipotez, saj smo ugotovili statistično pomembne razlike med skupino, ki se je izobraževala prek modela e-izobraževanja, in skupino, ki je imela le klasično izobraževanje. Podatke za raziskavo smo pridobili z anketo o zadovoljstvu, kakovosti in uporabnosti modela e-izobraževanja, o vplivih na učni dosežek, o motivacijskih dejavnikih za učenje in o odnosu do predmeta oz. učenja poslovne angleščine. Posebna pozornost je bila pri testiranju modela usmerjena na stopnjo zadovoljstva udeležencev z izvedbo izobraževanja, oceno udeležencev glede strukture modela, zanimivosti in privlačnosti učnih vsebin ter aktivnosti, odgovorili pa smo na tudi vprašanje, kako model izpolnjuje svojo funkcijo in kakšen je njegov vpliv na učinkovitost e-izobraževanja.
Keywords:e-izobraževanje, model e-izobraževanja, klasično izobraževanje, poslovni angleški jezik, učno okolje Moodle
Year of publishing:2015
Source:Maribor
COBISS_ID:286435328  New window
NUK URN:URN:SI:UM:DK:LTEWX2MG
Views:1963
Downloads:175
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Categories:FOV
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Secondary language

Language:English
Title:DEVELOPMENT AND IMPLEMENTATION OF E-LEARNING MODEL FOR BUSINESS ENGLISH
Abstract:This doctoral dissertation firstly presents theoretical perspectives of e-learning focusing on various e-learning definitions from general to more specific ones. Next, the main characteristics and different forms of e-learning are described. We then present the beginnings and history of e-learning from distance education to modern types of online and mobile learning. The main differences between traditional classroom and online learning are also given. E-learning comes in many variations and forms, presented more thoroughly in the chapter on different learning models. Furthermore, the advantages and disadvantages of e-learning are explored along with the role and competences of people involved in an e-learning course. The specificity of foreign language learning calls for different methodology, thus the development of English language teaching methods is described in more detail. In addition, reasons for a breakup from traditional teaching and learning are given, taking into account various theoretical and practical perspectives as well as the role of information and communication technologies. One of the central chapters of the dissertation sheds light on the development of a business English e-learning model, presenting the aims, purpose, conditions, and starting-points for each step involved in the process of its development. The chapter also gives an insight into the structure, topics, learning materials, and activities included in the e-learning model alongside its experimental integration in the teaching and learning process at the University of Maribor, Faculty of Organizational Sciences. The last chapter brings together the results of empirical testing of the e-learning model for business English, providing evidence for refuting two out of three hypotheses as results indicate statistically significant differences between students in face-to-face classes and those in an online course. Research results were gathered through a survey measuring student satisfaction, quality, and applicability of the e-learning model, its impact on learning outcomes, on motivation for learning, as well as on the students' attitudes towards business English learning. Special attention was also given to measuring student satisfaction levels with different elements of an online course, its learning materials and activities, and the structure and design of the e-learning model. We also respond to the question whether the model fulfils the aims of the course and assess the impact of the developed model on the effectiveness of e-learning.
Keywords:e-learning, e-learning model, traditional instruction, business English, Moodle learning environment


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