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Title:Doživljanje stresa v času izobraževanja na daljavo in njegov vpliv na učno uspešnost pri študentih pedagogike : magistrsko delo
Authors:ID Žižek, Urška (Author)
ID Zurc, Joca (Mentor) More about this mentor... New window
Files:.pdf MAG_Zizek_Urska_2023.pdf (1,40 MB)
MD5: 22D3C3EFE4D3E5118F9E37C7121CE7C4
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Temeljni namen magistrskega dela je bil raziskati, kako so študenti pedagogike na Filozofski fakulteti Univerze v Mariboru doživljali stres v času izobraževanja na daljavo v obdobju epidemije covida-19 in kako je doživljanje stresa vplivalo na njihovo učno uspešnost ter ali obstajajo razlike med študenti glede na stopnjo študija. V teoretičnem delu magistrskega dela najprej opredelimo dejavnike, vrste in posledice stresa ter strategij spoprijemanja z njim. V drugem delu pozornost posvetimo izobraževanju na daljavo. Osredotočimo se na strategije učenja na daljavo, prednosti in slabosti izobraževanja na daljavo ter potek izobraževanja na daljavo v času epidemije covida-19. Posvetimo se tudi značilnostim učne uspešnosti študentov in vplivu stresa nanjo. Empirični del magistrskega dela temelji na empirični kvantitativni raziskavi, izvedeni z metodo anketiranja s pomočjo strukturiranega pisnega vprašalnika. Nanj je odgovorilo 54 študentov pedagogike prve in druge stopnje študija. Na osnovi odgovorov študentov zaključujemo, da so bili v času izobraževanja na daljavo izpostavljeni negativnemu stresu, ki je trajal kratkoročno. Kazal se je predvsem z emocionalnimi in mentalnimi znaki, ki so jih študenti obvladovali z različnimi strategijami, najpogosteje z načrtovanjem časa ali izdelavo časovnega razporeda dela ter s krepitvijo pozitivnih misli. Raziskava pokaže boljšo učno uspešnost v času izobraževanja v živo ter pokaže, da je stres vplival na učno uspešnost v času izobraževanja na daljavo, predvsem pri študentih na prvi stopnji visokošolskega študija.
Keywords:stres, covid-19, učna uspešnost, študenti, izobraževanje na daljavo, učenje na daljavo, e-izobraževanje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[U. Žižek]
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (VIII, 83 str.))
PID:20.500.12556/DKUM-83924 New window
UDC:37.018.43-057.875:159.944.4(043.2)
COBISS.SI-ID:155847939 New window
Publication date in DKUM:16.06.2023
Views:590
Downloads:146
Metadata:XML DC-XML DC-RDF
Categories:FF
:
ŽIŽEK, Urška, 2023, Doživljanje stresa v času izobraževanja na daljavo in njegov vpliv na učno uspešnost pri študentih pedagogike : magistrsko delo [online]. Master’s thesis. Maribor : U. Žižek. [Accessed 12 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=83924
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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:12.03.2023

Secondary language

Language:English
Title:The experience of stress during online distance education and its impact on the learning perfomance of pedagogy students
Abstract:The fundamental purpose of the Master's thesis was to research how the students of pedagogy at the Faculty of Arts, University of Maribor, experienced stress during online distance education at the time of the COVID-19 epidemic; how the experience of stress affected their learning performance and whether or not, there are differences among students of different cycles of studies. In the theoretical part of the thesis, we first define factors, types and consequences of stress and strategies for coping with it. In the second part, we focus on online distance education. We focus on the distance learning strategies, on online education advantages and disadvantages and the online distance education process during the COVID-19 epidemic. We also address the characteristics of students' learning performance and the impact of stress on it. The empirical part of the thesis is based on the empirical quantitative research, which was conducted by interviewing with the help of a structured written questionnaire. 54 pedagogy students of the first and second cycles of studies responded to the questionnaire. Based on their answers, we conclude that in the period of online distance education, students were exposed to negative short-term stress. It showed mainly through emotional and mental symptoms, which students controlled with the help of various strategies, most frequently with time management or creating a work timeline and reinforcing positive thoughts. The research shows learning performance is better with in-class education and that it was affected by stress during online distance education, particularly in students of the first-cycle of higher education.
Keywords:stress, COVID-19, learning performance, students, online distance education, distance learning, online education


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