ZASTUPLjENOST TEORIJA UČENjA U DIZAJNU ELEKTRONSKIH KURSEVA U KONTEKSTU VISOKOG OBRAZOVANjA

Abstract

E-learning is based on numerous psychological and pedagogical theories of learning, which is why their implementation in the context of instructional design can greatly affect the organization and content of e-courses. Diversity in the contents of certain teaching areas requires different approaches in shaping the learning environment. Therefore, the aim of this pilot study is to examine the representation of learning theories in e-course design in the context of higher education. For the needs of the research, an instrument was created which was piloted on a sample of 20 teachers and associates of the Faculty of Technical Sciences in Čačak, University of Kragujevac. The questionnaire covers the following learning theories: behavioral theories, individual and social constructivism, cognitivism and enactivism. The results of this research indicate that teachers and associates give statistically different estimates of the representation of individual learning theories in their e-courses, although these differences do not exist between all compared categories. The principles of individual constructivism are most represented, and social constructivism and enactivism are the least represented. Based on the obtained results, the paper presents pedagogical and research implications for a more detailed examination and understanding of the subject of research.