E-UČENJE – IZBOLJŠANJE KAKOVOSTI IN DOSTOPNOSTI STROKOVNEGA IZPOPOLNJEVANJE ZA UČEČE PEDAGOGE

E-LEARNING - IMPROVING EFFICIENCY AND ACCESSIBILITY OF IN-SERVICE TEACHERS' TRAINING PROGRAMMES

Andreja Nekrep, Univerza v Mariboru, Pedagoška fakulteta, Jožica Slana, Univerza v Mariboru, Pedagoška fakulteta

Povzetek
Globalizacijski tokovi, razvoj sodobne informacijsko-komunikacijske tehnologije in usmeritev v družbo znanja ustvarjajo razmere, v katerih postajata koncept vseživljenjskega učenja in uporaba sodobne informacijsko-komunikacijske tehnologije pri poučevanju in učenju vse pomembnejša. Uvajanje spletno podprtega izobraževanja v programe nadaljnjega izobraževanja in usposabljanja učiteljev lahko doprinese k večji učinkovitosti in dostopnosti programov izpopolnjevanj z več vidikov: z vidika stroškovne učinkovitosti, časovne in prostorske fleksibilnosti oziroma možnosti samostojnega organiziranja in izbire časa ter kraja izobraževanja. Pogosto zasledimo, da se izraza e-izobraževanje in izobraževanje na daljavo uporabljata kot sopomenki. Zato smo v prispevku najprej skušali pojasniti razlike med njima. Nadalje v prispevku podajamo izsledke anketne raziskave, s katero smo želeli zaznati ključne prednosti e-izobraževanja, kot jih ocenjujejo v raziskavi sodelujoči učitelji, opremljenost slovenskih šol z informacijsko-komunikacijsko tehnologijo, motiviranost učiteljev za sodelovanje v spletno podprtih programih izpopolnjevanj, torej izpolnjenost materialnih in subjektivnih pogojev za realizacijo programov izpopolnjevanj v e-obliki. Najpogosteje se srečujemo z mešanim, hibridnim modelom e-izobraževanja (blended learning), ki združuje elemente klasičnega poučevanja v predavalnici in izobraževanja na daljavo.

Abstract
Globalisation and modernisation processes we are facing in the 21 st century are creating an increasingly diverse, complex and interconnected world. In order to develop quick and appropriate responses to the challenges of the dynamic and turbulent environment, the knowledge and competencies are recognised as the most valuable resource for stimulating economic growth and prosperity. Therefore, in today's information and knowledge-based society the necessity of lifelong learning for assuring continuous professional development of individuals and the whole organisation as well as the role of new information-communication technologies in supporting teaching and learning processes should not be neglected. For that purpose also the system of ‘in-service teachers' training programmes' (as the form of lifelong learning of school teachers) should provide new, more effective ways of implementing training courses using modern information-communication technologies (regarding cost-effectiveness, flexibility of time and place of the study, time savings, capability to enhance geographically dispersed population etc.). The purpose of this article is twofold. Firstly, to examine the distinct differences between ‘distance education' and ‘e-learning'. The terms are usually used interchangeably as synonyms, although they are by no means identical. Secondly, to examine the perspective of e-learning implementation in the system of in-service teachers' training programmes in two perspectives: from the aspect of teachers as individual participants in such courses and from the aspect of organisation (school) as ‘economic subject' that searches for cost-effectiveness and optimisation in its behaviour. And finally, after trial implementation of e-learning elements into some courses for teachers' professional development, to gather participants' first responses and feedback information about advantages and possible obstacles of such ICT supported modes of implementing training courses.