Јасмина М. Арсенијевић, Висока школа струковних студија за образовање васпитача, Србија, имејл: arsenijevicjasmina@gmail.com
Милица Ј. Андевски, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија
Иновације у настави, XXXV, 2022/3, стр. 106–119

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DOI: 10.5937/inovacije2203106A

Резиме: Циљ рада је да се испита разлика у димензијама универзитетске онлајн–наставе у односу на област образовања. Димензије онлајн-наставе одговарају теоријском моделу истраживачке заједнице који су развили 2000. године Гарисон, Андерсон и Арчер, и чине наставно вођство, друштвену интеракцију и когнитивно ангажовање. У раду је приказано међународно квантитативно истраживање, које је техником анкетирања реализовано школске 2021/2022. године међу студентима (N=808) из Србије, Босне и Херцеговине, Хрватске, Словеније, Румуније и Русије. Примењена је и тестирана модификована верзија инструмента за испитивање онлајн-наставе и њених димензија, а анализа интерне конзистенције овог инструмента показала је високу поузданост (α=0,941). Крускал‒Валисов тест показао је да постоје статистички значајне разлике у димензијама онлајн-наставе у односу на област образовања. Друштвено-хуманистичка област конзистентно бележи највише резултате, након које следи техничко-технолошка, природно-математичка, уметничка и интердисциплинарна област, а најниже медицинска. Резултати указују на особености сваке области образовања, које образовна технологија својим универзалним приступом није препознала и уважила, што имплицира потребу за дизајнирањем образовне технологије која би одговарала областима образовања, као и за фокусирањем онлајн–наставе са радом уживо.

Кључне речи: онлајн-настава, димензије онлајн-наставе, високо образовање, студенти

Summary: The goal of this paper is to examine the difference in dimensions of online university teaching relative to the domain of education. The dimensions of online teaching correspond to the theoretical model of community of inquiry framework developed in the year 2000 by Garrison, Anderson and Archer and comprise teaching, social and cognitive presence. The paper presents an international quantitative research carried out in the school year 2021/2022 and using survey technique among students (N=808) from Serbia, Bosnia and Herzegovina, Croatia, Slovenia, Romania, and Russia. A modified version of an instrument for examining online instruction and its dimensions was applied and tested, while the analysis of the internal consistency of this instrument showed a high level of reliability (α=0,941). The Kruskal-Wallis test demonstrated that there are statistically significant
differences among the dimensions of online teaching in relation to the field of education. The highest score is consistently observed in the field of Social sciences and humanities, followed by the field of Engineering and technology, Natural sciences and mathematics, Art and interdisciplinary studies, whereas the lowest scores are observed in the field of Medical sciences. The results indicate the specificities of each educational field that were not recognized and taken into consideration by educational technology in its universal approach, which implies the necessity of creating educational technology that would be relevant for different educational fields, as well as focusing on a combination of online instruction and on-site teaching and learning.

Кeywords: оnline teaching, dimensions of online teaching, higher education, students

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