APA 6th Edition Piršl, E. & Ambrosi-Randić, N. (2010). PRATI LI REFORMA UČENJA REFORMU VISOKOG OBRAZOVANJA?. Informatologia, 43 (3), 212-218. Retrieved from https://hrcak.srce.hr/59104
MLA 8th Edition Piršl, Elvi and Neala Ambrosi-Randić. "PRATI LI REFORMA UČENJA REFORMU VISOKOG OBRAZOVANJA?." Informatologia, vol. 43, no. 3, 2010, pp. 212-218. https://hrcak.srce.hr/59104. Accessed 20 Apr. 2021.
Chicago 17th Edition Piršl, Elvi and Neala Ambrosi-Randić. "PRATI LI REFORMA UČENJA REFORMU VISOKOG OBRAZOVANJA?." Informatologia 43, no. 3 (2010): 212-218. https://hrcak.srce.hr/59104
Harvard Piršl, E., and Ambrosi-Randić, N. (2010). 'PRATI LI REFORMA UČENJA REFORMU VISOKOG OBRAZOVANJA?', Informatologia, 43(3), pp. 212-218. Available at: https://hrcak.srce.hr/59104 (Accessed 20 April 2021)
Vancouver Piršl E, Ambrosi-Randić N. PRATI LI REFORMA UČENJA REFORMU VISOKOG OBRAZOVANJA?. Informatologia [Internet]. 2010 [cited 2021 April 20];43(3):212-218. Available from: https://hrcak.srce.hr/59104
IEEE E. Piršl and N. Ambrosi-Randić, "PRATI LI REFORMA UČENJA REFORMU VISOKOG OBRAZOVANJA?", Informatologia, vol.43, no. 3, pp. 212-218, 2010. [Online]. Available: https://hrcak.srce.hr/59104. [Accessed: 20 April 2021]
Abstracts The aim of this paper is to establish if the Higher Education reforms, so-called Bologna process, have led to changes in attitude towards learning. Research was carried out on a total sample of 216 students, male and female, from the University of Juraj Dobrila in Pula, 93 of whom had studied under the pre-Bologna process and 123 students who were studying under the new Higher Education program based on the principles of the Bologna Declaration. A questionnaire with sub-scales assessing organisation, flexibility in learning, manner of processing information, use of aids, active participation in class, motivation and anxiety, was employed in order to examine their learning strategies. The results of the analysis point to the existence of statistically significant differences between the groups in favour of students following the new system of studying: students who are studying under the Bologna system use aids significnatly more often, process the subject matter more thoroughly, are more flexible in learning, more active and more motivated than their predecessors. The differences obtained are examined in the context of modified conditions of studying and the new system of Higher Education.