Andragoginiai mokymo

LTŠio straipsnio tikslas yra analizuoti požiūrį į mokymą ir mokymąsi bei veiksnius, skatinančius giluminį požiūrį į mokymąsi bei pristatyti 2003 m atlikto tyrimo rezultatus. Tyrime analizuojama, ar pastebimas ryšys tarp požiūrio į mokymąsi ir studijuojančiųjų amžiaus bei studijų pakopos. Nagrinėjamas dėstytojų požiūris į mokymą ir studentų požiūris į mokymąsi, kuris nėra vienareikšmis. Pateikiamos išvados, apibendrinama, kad andragoginių mokymo/si elementų naudojimas mokant/is aukštosiose mokyklose galėtų pasitarnauti studijuojantiesiems ugdytis mokymosi visą gyvenimą kompetenciją. [Iš leidinio]Reikšminiai žodžiai: Andragoginiai mokymossi/mokymo organizavimo elementai; Andragoginis požiūris; Aukštasis mokslas; Mokymas; Mokymasis; Požiūris į mokymą; Požiūris į mokymąsi; Andragogical approach; Andragogical elements of organising learning/teaching; Approaches to learning; Approaches to teaching; Teaching, Learning, Higher education.

ENThe aim of the paper is to analyse both approaches to learning and teaching and factors influencing deep approach to learning, and to present results of the study, completed in 2003. Methods of literature analyses and interviews were employed in order to identify approaches to learning and teaching in Lithuanian higher education institutions. Concepts of learning, developed by Marton and Saljo, together with approaches (surface and deep) were employed in order to identify situation in Lithuanian universities. Ideas of Lithuanian and foreign scientists: L. Jovaiša, L. Šiaučiukėnienė, R. Laužackas, L. Kraujutaitytė, P. Jucevičienė, R. Bamett, P. Ramsden were employed in order to identify the most important elements of learning in higher education. Motivation, teaching (clear requirements and assessment), independence are analysed in a greater detail. Results of the study, which was carried out in all Lithuanian cities that universities operate (opinions of 762 students and 43 teachers are presented), revealed that a relation between approaches to learning and age, and study stage exists in some instances. Relation is ambiguous between approaches to learning that students hold and approach to teaching that teachers hold. A majority of students agree they teachers motivate them to learn to their full capacity (46,1 %). Both students (58,5 %) and teachers (95 %) agree on the issue that requirements and objectives of courses must be clear, and they are clear.On the other hand, majority of teachers (93 %) state that they encourage discussions during courses, however only a minority of students demonstrated the same opinions. A majority of students do not feel having an impact on the way they arc going to be assessed, more that a third do not have opinions about the issue. It seems, assessment is far beyond the practice of students; therefore they are unable to assess the situation. Concerning independence; it seems to be promoted in institutions of higher education: 75,5 % of students reported to be encouraged to develop their academic interests independently, and 45,5 % of students reported having opportunity to choose themes for a more in-depth studies. A conclusion about the need to instil andragogical approach to teaching/learning in order to promote the competence of lifelong learning in institutions of higher education is presented. [From the publication]