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Title:Bolonjska reforma in obremenjenost študentov Filozofske fakultete Univerze v Mariboru s študijem
Authors:ID Tibaut, Katarina (Author)
ID Ivanuš-Grmek, Milena (Mentor) More about this mentor... New window
Files:.pdf MAG_Tibaut_Katarina_2015.pdf (2,66 MB)
MD5: 9F2F5ED1439F64234527BC410D8066AE
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Magistrsko delo proučuje dejavnike, ki vplivajo na obremenjenost študentov s študijem po implementaciji bolonjske reforme v slovenski visokošolski prostor. Delo je razčlenjeno na teoretični in empirični del. V prvem, teoretičnem delu opredeljujemo bolonjski proces. Pomembna pozornost je namenjena vrednotenju obremenjenosti študentov s študijem, pri čemer smo izpostavili vpliv uvedbe stopenjske strukture študija in kreditnih oz. ECTS točk. Navezujemo se tudi na vzroke za (pre)obremenjenost študentov s študijem in podajamo predloge za zmanjšanje študijskega pritiska. Pričujoča spoznanja predstavljajo temeljno podstat empirične raziskave, ki jo predstavljamo v drugem, empiričnem delu. Temeljni namen empiričnega dela je bil ugotoviti, kako bolonjski način študija vpliva na obremenjenost študentov Filozofske fakultete Univerze v Mariboru s študijem. Raziskava temelji na dveh metodah empiričnega pedagoškega raziskovanja, in sicer na deskriptivni in komparativni metodi, kjer smo podatke pridobili s primerjavo izbranih učnih načrtov v starih in novih (bolonjskih) študijskih programih, ter na deskriptivni in kavzalno-neeksperimentalni metodi, kjer smo podatke zbirali s pomočjo anonimnega anketnega vprašalnika. Vzorec raziskovanja zajema 197 študentov prve (BA) bolonjske stopnje 3. letnika in druge (MA) bolonjske stopnje 2. letnika vseh ponujenih študijskih programov Filozofske fakultete Univerze v Mariboru. Opisani metodološki okvir zajema tako kvantitativni kot kvalitativni raziskovalni pristop in pomeni njuno medsebojno dopolnjevanje. Pridobljena empirična spoznanja razkrivajo, da je obremenjenost študentov po bolonjski reformi nekolika višja kot v starem sistemu študija, saj se po bolonjski prenovi študija od študentov zahteva več sprotnega, individualnega dela, pri čemer izstopa zlasti izdelovanje seminarskih nalog. Povečalo se je tudi število študijskih predmetov, kar je neposredno vplivalo na večje število izpitov v časovno omejenem izpitnem obdobju. Ob tem pa ne smemo spregledati dejstva, da je študentova kvantitativna samoocena glede obremenitve s študijskim delom subjektivna.
Keywords:bolonjska reforma, obremenjenost, položaj študenta, stopenjska struktura študija, ECTS točke, spremljanje dejanske obremenitve študentov
Place of publishing:Maribor
Publisher:[K. Tibaut]
Year of publishing:2015
PID:20.500.12556/DKUM-54055 New window
UDC:378.091.322(043.2)
COBISS.SI-ID:21612296 New window
NUK URN:URN:SI:UM:DK:LAE9KW6L
Publication date in DKUM:06.10.2015
Views:2123
Downloads:210
Metadata:XML DC-XML DC-RDF
Categories:FF
:
TIBAUT, Katarina, 2015, Bolonjska reforma in obremenjenost študentov Filozofske fakultete Univerze v Mariboru s študijem [online]. Master’s thesis. Maribor : K. Tibaut. [Accessed 20 March 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=54055
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Secondary language

Language:English
Title:The Bologna process and the students study workload at the Faculty of Arts University of Maribor
Abstract:This master thesis examines the factors affecting the workload of university students after the Bologna reform has been implemented in Slovenian higher education. The master thesis consists of a theoretical and empirical part. The theoretical part defines the Bologna process. Significant attention is paid to the evaluation of the students’ academic workload and how it was affected by the introduction of divided levels of study and the credit or ECTS points. It also discusses the causes of students’ work(over)load and provides proposals to reduce the academic pressure. The theoretical findings area basis for the empirical research presented in the second part of this master’s thesis. Its basic purpose is to determine how does the Bologna study system affect the workload of students at the Faculty of Arts, University of Maribor. The research uses of two methods of empirical educational research; a descriptive comparative method was used to compare the selected curricula of old and new (Bologna) study programs, while a causal non-experimental method in the form of anonymous survey data collection. The sample survey covered 197 students attending the 3rd year of the first (BA) Bologna cycle and the 2nd year of (MA) Bologna cycle of all programs of study offered by the Faculty of Arts, University of Maribor. The presented methodological framework includes both quantitative and qualitative research methods that are mutually complementary. The empirical findings show that the post-Bologna student workload is somewhat higher than in the old study system, since the Bologna reform study requires more constant individual work and engagement, particularly preparing numerous seminar papers. The reform also increased the number of study subjects, which has also increased the number of exams in a given exam period. At the same time, it should not be overlooked that the quantitative workload evaluations made by students are still subjective.
Keywords:Bologna reform, workload, students’ position, cycle structure of study, ECTS points, actual student workload monitoring


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