Šolanje na daljavo -- zamujena priložnost. (Slovenian)

DISTANCE LEARNING -- A MISSED OPPORTUNITY. (English)

The article examines distance learning in Slovenia during the first wave of the Covid-19 pandemic, in the spring of 2020. Primary and secondary schools were forced to introduce distance learning virtually overnight, as the rapid spread of the virus did not allow for any preparation. The analysis indicates that the notices circulated by the Ministry of Education, Science and Sport and the guidelines prepared by the National Education Institute contributed significantly to poorer learning outcomes. Both pursued normative logic and the formal implementation of instruction rather than pedagogical considerations, which would have encouraged schools to introduce forms of work more suitable for distance learning (individualization, collaborative learning, assessment procedures). What proved particularly detrimental, however, was the tone of the notices and guidelines implying that schools should not overburden students as well as the related relaxed attitude towards checking and assessing knowledge, which was bound to have consequences for students' motivation. Furthermore, the opportunity was missed for the school authorities to collect generalized experiences through evaluation, which would help schools open up more systematically to the wider use of digitalization in the future. [ABSTRACT FROM AUTHOR]

Prispevek osvetljuje šolanje na daljavo v času prvega vala pandemije covida-19, to je spomladi 2020. Osnovne in srednje šole so bile prisiljene uvesti šolanje na daljavo tako rekoč čez noč, saj hitro širjenje okužbe z virusom ni dovoljevalo nikakršnih priprav. Analiza pokaže, da so tedanje okrožnice ministrstva, pristojnega za izobraževanja, in strokovna navodila Zavoda RS za šolstvo pomembno prispevali k slabšim učnim dosežkom. Oboji so bolj sledili normativni logiki in formalni izvedbi pouka kot pedagoškemu razmisleku, ki bi šole spodbujal k uvajanju oblik dela, ki so bolj primerne šolanju na daljavo (individualizacija, sodelovalno učenje, izvedba ocenjevanja). Posebej škodljiva pa sta bila v okrožnicah in navodilih intonacija, da naj šole učencev/dijakov ne obremenjujejo preveč, ter s tem povezan ohlapen odnos do preverjanja in ocenjevanja znanja, kar ni moglo ostati brez posledic z motivacijo šolarjev. Ob vsem tem pa je bila zamujena priložnost, da bi šolske oblasti z evalvacijo omogočile pridobitev posplošenih izkušenj, na podlagi katerih bi se šole v prihodnje načrtno odpirale širši uporabi digitalizacije. [ABSTRACT FROM AUTHOR]

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