Prednosti i nedostaci obrnute učionice: Konstruktivističko i samoodređeno učenje za vreme pandemije COVID-19
Sažetak
Metoda obrnute učionice (MOU) je zasnovana na samostalnom onlajn učenju koje je praćeno naknadnim interakcijama učenika sa nastavnikom i pokazala je određene prednosti u odnosu na tradicionalno učenje, čak i u predpandemijskom kontekstu. MOU može da posluži i za primenu konstruktivističkog pristupa učenju koje karakteriše aktivna konstrukcija znanja umesto pasivne konzumacije unapred određenih koncepata. Oba pristupa bi trebalo da omoguće zadovoljenje osnovnih psiholoških potreba autonomije, kompetencije i povezanosti, kako pretpostavlja teorija samoodređenja (TSO). Međutim, nakon izbijanja pandemije COVID-19, metoda obrnute učionice je nametnuta mnogim univerzitetima uz manjak resursa za primenu konstruktivističkog pristupa i zadovoljenje osnovnih psiholoških potreba studenata. Uzimajući u obzir izazove obrnutog poučavanja indukovanog pandemijom, ovaj pregledni rad ima za cilj da se usmeri na sledeće probleme uz korišćenje integrativnog teorijskog okvira: Šta su prednosti inedostaci obrnute učionice indukovane pandemijom?; Da li je konstruktivističko učenje omogućeno tokom pandemije i u kojoj meri?; Na koji način je moguće kreirati konstruktivističko okruženje u obrnutoj učionici nastaloj kao rezultat pan-
demije?; Može li obrnuta učionica biti korišćena kao virtuelni medijator između konstruktivističkog okruženja i osnovnih psiholoških potreba? U radu je dalje prikazan konceptualni okvir o povezanosti konstruktivističkog okruženja i osnovnih psiholoških potreba preko percipirane korisnosti obrnute učionice posredovane tehnologijom. Konkretno, u radu se dalje istražuje da li komunikativna, instrumentalna i pedagoška funkcija obrnute učionice može da doprinese zadovoljenju osnovnih psiholoških potreba studenata. Na kraju se razmatraju izazovi praktične i empirijske primene teorijskog okvira.
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