APA 6th Edition Gazibara, S. (2016). Aktivno učenje u multimodalnom okruženju. Školski vjesnik, 65 (Tematski broj), 323-334. Preuzeto s https://hrcak.srce.hr/160224
MLA 8th Edition Gazibara, Senka. "Aktivno učenje u multimodalnom okruženju." Školski vjesnik, vol. 65, br. Tematski broj, 2016, str. 323-334. https://hrcak.srce.hr/160224. Citirano 26.10.2021.
Chicago 17th Edition Gazibara, Senka. "Aktivno učenje u multimodalnom okruženju." Školski vjesnik 65, br. Tematski broj (2016): 323-334. https://hrcak.srce.hr/160224
Harvard Gazibara, S. (2016). 'Aktivno učenje u multimodalnom okruženju', Školski vjesnik, 65(Tematski broj), str. 323-334. Preuzeto s: https://hrcak.srce.hr/160224 (Datum pristupa: 26.10.2021.)
Vancouver Gazibara S. Aktivno učenje u multimodalnom okruženju. Školski vjesnik [Internet]. 2016 [pristupljeno 26.10.2021.];65(Tematski broj):323-334. Dostupno na: https://hrcak.srce.hr/160224
IEEE S. Gazibara, "Aktivno učenje u multimodalnom okruženju", Školski vjesnik, vol.65, br. Tematski broj, str. 323-334, 2016. [Online]. Dostupno na: https://hrcak.srce.hr/160224. [Citirano: 26.10.2021.]
Sažetak Developing a society based on knowledge requires an adjustment of
educational systems, which entails changes in the learning process, as well as new roles of students and teachers. This refers to development of schools that place the highest value on active learning and children’s holistic development, which implies new approaches to learning and teaching, including a multimodal environment for learning. A multimodal learning environment entails different paths of gaining knowledge – through a combination of words, images, sounds, gestures, movements, different senses, and is oriented towards a comprehensive approach to active learning. A teaching process that embraces active learning in a multimodal environment emphasizes the changed role of teachers, who guide students towards self-regulated learning. Therefore, the aim of this paper is to examine the representation of multimodal learning environments as incentives for active learning from the teachers’ perspective. The participants of the conducted research were teachers working in elementary schools in the city of Osijek. Results from this research indicate that there is a tendency of changing the teaching process towards active learning and multimodality and that there is a need for teachers’ further professional development in this area.