Mokymo ir mokymosi kokybės įžvalgos : universitetinių kūno kultūros studijų programos studentų vertinimo kontekstas

LTStraipsnyje aptariami universitetinių studijų esminiai bruožai, kūno kultūros studijų programos studentų mokymo ir mokymosi kokybės vertinimas, analizuojama tiriamųjų samprata, kas yra mokymasis ir ką reiškia mokytis, aptariamos mokymo ir mokymosi tobulinimo galimybės studentų patirties (paviršinio ir giluminio požiūrio į mokymąsi) kontekste. Siekiant nustatyti, kaip studentai vertina studijas ir jų kokybę, taikytas „Mokomojo dalyko patyrimo klausimynas“ (Ramsden, 1992). Aptarti pagrindiniai studentų mokymo(si) aukštojoje mokykloje aspektai: mokymo(si) tikslai, mokymo(si) krūvis, mokymo(si) vertinimas ir savarankiškumo raiška, mokymo metodų įvairovė, akademinių studijų tobulinimo galimybės. [Iš leidinio]Reikšminiai žodžiai: Mokymas ir mokymasis; Studentai; Studijų kokybė; Vertinimas; Assessment; Quality of studies; Students; Teaching and learning; Teaching and learning, quality of studies.

ENEvaluating the quality of studies, in addition to other criteria, students‘ subjective attitudes towards various factors of the quality of studies and their significance is important. In order to identify how students assess the studies and their quality, a course experience questionnaire was applied. The research was conducted at Šiauliai University, it was attended by 164 physical education students studying for the first – fourth year. To sum up the results of this research, it can be stated, that students‘ attitude towards learning experience is related to their age, form of studies. Part time students noted lecturers‘ efforts to involve them in discussions about learning, to analyse their academic records, the material of the studies. Part time students, in comparison with full time students, approved slightly more the statement, that lecturers paid attention to nourishing students‘ motivation to learn, encourage the active learning. The respondents stated, that lecturers sincerely tried to understand difficulties encountered by students in the study process, encouraged them to learn independent. More support from lecturers was received by full time students. Part time students noticed lecturers‘ good teaching strategies more often than full time students. Part time students stated, that lecturers explained the subject well and advise how to learn. The majority of part time students were convinced, that studying the speciality of physical education, the endeavours were clear as well as what was expected from the student. Full time students stated, that lecturers did not sufficient try to interest them in the delivered subject. It can be said that lecturers have not mastered specific and various teaching skills on a proper level.Some lecturers too often questioned only facts, they found it more important to check the material of studies than taking into account students‘ interests, turns and finding more reasonable methods of teaching and assessment. It was found, that full time students more often stated, that their work load was too hard. In the opinion of students, too big volumes of input hindered the formation of deep approach towards learning. Basing on the research results, we actualise the approach that today it is important for the higher educational institution to create such environment, in which quality and importance of assuring is valued. Pursuing to achieve this goal, it is necessary to prepare and implement the strategy for the constant improvement of the quality of studies, ensuring young specialist‘s successful integration in the labour market. The essential principles of strategy: orientation towards a student‘s personality, the orientation of the academic process towards study results and the continuous development of competencies; taking over experience of European university studies and science; the close cohesion of studies and science with the life reality; the inducement of initiative, dynamic, critical, adequate reaction to the actual needs of the contemporary social life of the society. In our opinion, organising teaching (learning in principle), the following methodological approach should be followed: teaching should be understood as the cooperation with learners, helping them to change their perception. This is the creation of assumptions and possibilities for students‘ learning and high quality studies. [From the publication]