Original scientific paper
The Impact of E-Learning on Student Selfresponsibility in Doing Their Homework
Mila Bulić
orcid.org/0000-0002-8090-897X
; Faculty of Humanities and Social Sciences, University of Split, Split, Croatia
Vesna Kostović Vranješ
orcid.org/0000-0002-8090-897X
; Faculty of Humanities and Social Sciences, University of Split, Split, Croatia
Abstract
Following the global social changes, the center of the educational process should be reserved for a student who is active and self-responsible, both in classroom and while carrying out her/his individual extracurricular tasks. Precisely the contemporary student, who is expected to be active and responsible, is surrounded by technological advances that enable her/him to quickly obtain information, communicate, carry out the given tasks and get feedback, therefore she/he becomes a frequent user of information and communication technology. Despite the wide range of ICT applications, this technology is more commonly used for social interactions on various social networks, and rarely for educational purposes, i.e. only if students had been previously referred to a specific digital content. Therefore, it is necessary to implement information and communication technology and e-learning not only in the teaching process in schools, but to use them in designing different tasks which students will receive, complete, send for correction, and receive feedback electronically. In order to determine the impact of the application of e-learning on student self-responsibility in general, and in particular in completing homework assignments in Science and Biology classes, a study was conducted on a sample of eight primary school classes divided into two groups: the experimental, using fully online e-learning resources, and the control group, using modern forms of active learning. The homework assignments for the students of both groups were the same, while the way of receiving homework assignments, carrying them out and submitting them was different, either in e-surrounding or traditionally. Although the analysis of the results of the homework assignments done by the students of both groups shows equal student success, the study registers a complete self-responsibility of the students involved in e-learning via Moodle platform. The research findings presented in this paper indicate that Moodle e-learning has a greater impact on student self-responsibility in doing their homework, and can therefore serve as a stimulus for teachers practitioners to apply e-learning systems in the teaching process in general, and in particular for independent student activities such as homework assignments.
Keywords
active learning; homework; e-learning; ICT; Science and Biology classes
Hrčak ID:
230624
URI
Publication date:
29.6.2019.
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