Mogućnost ostvarivanja uloge učitelja – akcijskog istraživača posredstvom elektroničkog učenja

Bognar, Branko. (2008). Mogućnost ostvarivanja uloge učitelja – akcijskog istraživača posredstvom elektroničkog učenja. PhD Thesis. Filozofski fakultet u Zagrebu, Department of Pedagogy. [mentor Sekulić - Majurec, Ana].

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Abstract

In this dissertation results of the action research are represented, that were directed at finding possibilities of enabling teachers to realise action research enquiries by using electronic learning processes. The project started in September 2005 after two years of preparatory activities. We conducted this project through the following phases: - the establishment of a system for electronic learning – Moodle (http://www.e-lar.net/moodle); - a mutual getting to know of project participants, and discussions about initial values through the Moodle system; - the determination of action research problems on the basis of teaching analysis and creation , as well as the realisation of action research plans; - the creation, validation, publishing and presentation of action research reports. From 33 registered participants, from six primary and one secondary schools, 14 participants participated in the realisation of own their action research enquiries. Twelve participants represented their action research results at professional meetings, ten participants finished action research reports. From thouse ten reports two were sent for publishing in Metodiĉki ogledi – a journal for the philosophy of education of a Croatian philosophical society and two reports were finished in the form of MA dissertations. The project was officially finished in January 2007. In this case it appeared that electronic learning was not sufficient to help teachers in taking over the role of action researcher. Because of that we decided to utilize learning communities, professional meetings, face-to-face mentorship and visits to by critical friends. Electronic learning, however, was not able to help teachers in taking over the role of action researchers, or enabling permanent learning and cooperation, that could only be obtained by using face-to-face forms of professional development. Apart from that, this research enabled communication of teachers who lived in five different towns, who wouldn‟t otherwise have been able to cooperate and learn together. Thus electronic learning made easier a realisation of professional development primarily because of the fact that they were able to learn from each others and not only from their mentors. With regard to the advantages that web-based learning provided for project participants was concluded fast access to information, a greater flow of information, the possibility of using visual information, exchanging experiences with people outside their professional contexts, access to on-line resources and activities at times and in circumstances that were the most

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