出版社：Ljubljana University Press, Faculty of Arts (Znanstvena založba Filozofske fakultete Univerze v Ljubljani)
摘要：In recent decades,the importance of student-centred teaching,reflected in the promotion of the student’s active role in the process of his own learning,has been increasingly emphasized in higher education.However,to promote meaningful knowledge construction,it is necessary to understand the learning process from the student perspective. The aim of our quantitative study is to investigate how students perceive higher education in terms of encouragement towards active knowledge construction,the connection between theories and research findings on the one hand and practical application on the other, and support in ICT use. 212 students from different undergraduate and postgraduate study programmes at the University of Maribor participated in the study. In order to examine different aspects of higher education as perceived by students,we used two sets of items. The results indicated that the students perceive a high level of active learning encouragement,especially in terms of connecting new learning content and their existing knowledge,being encouraged to self-organise their learning,and incorporating a variety of examples to promote deeper learning. There were some minor differences in the perception of higher education among undergraduate and postgraduate students,with undergraduate students perceiving instruction more favourably. We also found some differences in the perceptions of students pursuing different courses of study.
其他摘要：V zadnjih desetletjih se tudi v visokem šolstvu vse bolj poudarja pomen na študenta usmerjenega poučevanja,ki se kaže predvsem v spodbujanju študentove aktivne vloge v procesu lastnega učenja. Za spodbujanje smiselnega grajenja znanja pa je treba razumeti učni proces s perspektive študenta. V ta namen smo v kvantitativni raziskavi želele ugotoviti,kako študenti zaznavajo visokošolski pouk tako z vidika spodbujenosti k aktivnemu osmišljanju učnih vsebin kot tudi z vidika povezovanja teorij in raziskovalnih ugotovitev s prakso in urjenja v uporabi informacijsko-komunikacijske tehnologije (IKT). V raziskavi je sodelovalo 212 študentov različnih študijskih programov prve in druge bolonjske stopnje Univerze v Mariboru. Z namenom preveriti različne vidike visokošolskega pouka,kot ga zaznavajo študenti,smo uporabile dva sklopa trditev. Rezultati so pokazali,da študenti zaznavajo dokaj visoko stopnjo spodbude pri aktivnem študiju,še zlasti pri povezovanju novih vsebin z njihovim predznanjem,spodbujenosti k samoorganizaciji učenja ter vključevanju raznolikih primerov,ki so v pomoč pri osmišljanju znanja. Med študenti prve in druge stopnje smo ugotovile nekaj manjših razlik v zaznavah visokošolskega pouka,pri čemer študenti prve stopnje visokošolski pouk zaznavajo ugodneje. Prav tako smo ugotovile nekaj razlik v zaznavah študentov različnih usmeritev.
