Studentų požiūris į mokymąsi bendradarbiaujant ir taikant elektroninį mokymąsi

LTMokymasis bendradarbiaujant yra viena iš perspektyviausių postmodernaus amžiaus meta paradigmų. Straipsnyje mokymosi bendradarbiaujant samprata pagrįsta idėja, kad žinios gali būti sukurtos per sąveiką ir bendradarbiavimą. Mokymasis bendradarbiaujant charakterizuojamas šiais pagrindiniais bruožais: bendras, visiems dalyviams suvokiamas ir aktualus tikslas; bendra veikla; bendras suvokimas; komunikacija; bendravimas; abipusė atsakomybė; koordinavimas. Elektroninis mokymas(-is) – studijų procesas, kurio efektyvumui ir kokybei didinti taikomos informacinės komunikacinės technologijos (toliau IKT). Tyrimo problema – kaip vyksta studentų mokymasis bendradarbiaujant ir naudojant elektroninį mokymąsi? Straipsnio tikslas – atskleisti studentų požiūrį į mokymąsi bendradarbiaujant, taikant elektroninį mokymąsi. Tyrimo metodai: mokslinės literatūros analizė, apklausa raštu (nestandartizuotą klausimyną sudarė uždari, rangavimo klausimai). Tyrimo duomenys analizuojami aprašomosios statistikos metodais, duomenys apdoroti programiniu paketu SPSS 17 (Satistical Package for Social Sciences) Windows operacinei sistemai. Apklausta 139 X universiteto studentai. Atskleisti studentų mokymosi bendradarbiaujant, naudojant elektroninį mokymąsi matmenys: komunikacijos, bendros informacijos apdorojimo, koordinavimo, tarpasmeninių santykių ir individualios motyvacijos.

ENThe model of collaborative learning is grounded on the idea that knowledge can be created through interaction and collaboration. Business organizations use it to search for organizational initiatives, share experience, etc. Collaborative learning creates an organizational added value when attempting to achieve the mutual organizational goals. In addition, it is more frequent that a contemporary business transfers into the virtual, electronic environment, where online organizations are created and their business is based on the electronic collaboration. During the last decade the conception of a specialist, who is a university graduate, has experienced a serious transformation. The objective to form the system of abilities in addition to the system of specific knowledge has arisen when preparing specialists for the higher education institution in order for a student to have a learning competence after the graduation, specifically ability for a successful professional performance. Therefore, students must obtain the collaborative learning competence during their studies while learning in the electronic environment. Objectives of the study: students’ collaborative learning by applying electronic learning. In order to find out the opinion about of students’ collaborative learning in applying electronic learning the method of survey-in-written was used. Non-standard author-created questionnaire, consisting closed and open type questions, was applied. The Likert scales were applied in the questionnaire. The structure of the Likert scales was constructed from the statements, which the respondents evaluated by expressing how much they agreed or disagreed with a agreement.Descriptive statistical analysis of the results of the survey-in-written, qualitative analysis of content. Descriptive statistical methods were applied for qualitative analysis of research data (percentage distributions, frequencies of the answers and means were calculated). The statistical data analysis has been made with computer by using the statistical analysis system SPSS 17.0 and the software Microsoft Office Excel 2003. The theoretical considerations that guided the refinement of empirically induced categories and the development of the rating scheme addressed five broad aspects of the collaboration process: communication, joint information processing, coordination, interpersonal relationships, and individual motivation.