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Title:Preverjanje znanja študentov pri izobraževanju na daljavo : magistrsko delo
Authors:ID Perko, Anita (Author)
ID Krašna, Marjan (Mentor) More about this mentor... New window
Files:.pdf MAG_Perko_Anita_2021.pdf (1,86 MB)
MD5: EDD0D032A83DD02660BD2CBBDD13A338
PID: 20.500.12556/dkum/3de2d307-ecb4-47f0-b676-7c6a98e55f02
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Z magistrskim delom smo predstavili preverjanje znanja pri izobraževanju na daljavo. V prvem delu smo s strokovno literaturo opredelili pojme, kot so vrednotenje, preverjaje in ocenjevanje znanja. Izpostavili smo vrste, načine ter oblike preverjanja znanja. Predstavili smo pomen preverjanja in ocenjevanja znanja v izobraževanju ter opredelili pojem izobraževanje na daljavo. Kasneje smo predstavili prednosti in slabosti elektronskega preverjanja znanja, opredelili pojem e-testov ter izpostavili pet taksonomij, ki jih lahko uporabimo pri preverjanju znanja. S statistično analizo podatkov, ki smo jih pridobili z anketnim vprašalnikom, smo v drugem delu magistrskega dela ugotovili, da je učni proces na Filozofski fakulteti v Mariboru bil v glavnem organiziran z online predavanji v živo ter z navodili za samostojno delo preko elektronske pošte, v spletni učilnici ipd.. Preverjanje znanja pri izobraževanju na daljavo je bilo v največji meri izvedeno z ocenjevanjem seminarskih nalog oziroma projektov ter z ustnim preverjanjem znanja preko videokonference. Anketiranci v večini menijo, da izvedba preverjanja znanja na daljavo ni vplivala na njihov učni uspeh, saj je ta ostal enak kot prej. Ugotovili smo, katere prednosti in slabosti zaznavajo študenti pri izobraževanju na daljavo. Splošno zadovoljstvo anketirancev z izvedbo izobraževanja na daljavo (med 1 in 5) je bilo v večji meri ocenjeno med 3 in 4. Prav tako v večini menili, da je bila izvedba učnega procesa v izobraževanju na daljavo v primerjavi s tradicionalnim izobraževanjem enaka, manjšemu deležu se je zdela izvedba slabša, manjšini pa celo boljša.
Keywords:izobraževanje, izobraževanje na daljavo, preverjanje znanja, študentje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[A. Perko]
Year of publishing:2021
Number of pages:1 spletni vir (1 datoteka PDF (IX, 77str.))
PID:20.500.12556/DKUM-81080 New window
UDC:37.091.275:37.018.43(043.2)
COBISS.SI-ID:93510915 New window
Publication date in DKUM:14.01.2022
Views:1111
Downloads:139
Metadata:XML DC-XML DC-RDF
Categories:FF
:
PERKO, Anita, 2021, Preverjanje znanja študentov pri izobraževanju na daljavo : magistrsko delo [online]. Master’s thesis. Maribor : A. Perko. [Accessed 23 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=81080
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:25.12.2021

Secondary language

Language:English
Title:Testing students' knowledge in distance education
Abstract:With the master's thesis we have presented the testing of student knowledge in distance education. In the first part of the master’s thesis, we have defined the terms like evaluation, testing and grading of knowledge with the use of scientific literature. We have highlighted the types, ways, and forms of testing knowledge. We have presented the role of testing and grading of knowledge and defined the term distance education. We went on to present the strengths and weaknesses of testing in electronic testing of knowledge, define the term e-examination and highlighted five taxonomies, which can be used in the testing of knowledge. In the second part of the master’s thesis, using the statistical analysis of information that we obtained using a questionnaire, we have concluded that the learning process at the Faculty of Arts in Maribor was largely organized with the use of live online lectures and the use of instructions for autonomous work via e-mail or e-classroom. The testing of knowledge in distance education was mostly done with the grading of seminar papers or projects, or with an oral examination via videoconference. The questionnaire respondents largely consider that the implementation of testing knowledge in distant education did not impact their educational achievements, as they remain unchanged. We have determined what students consider to be the strengths and weaknesses of distance education. The general satisfaction with distance education of the questionnaire respondents (between 1 and 5) was largely estimated to be between 3 and 4. They have also largely agreed that the execution of the learning process in distance education was equal to the traditional execution, a small portion perceived it as worse, and a minority thought it was better than before.
Keywords:education, distance education, knowledge testing, students


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