TY  - JOUR
AU  - Petrušić, Igor
AU  - Radin, Sonja P.
AU  - Savković, Zorica
AU  - Bunjevački, Vera I.
AU  - Bajčetić, Miloš I.
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/996
AB  - The aim of this research was to compare knowledge retention and course satisfaction among the students who attended a combined teaching course (traditional form and online course) and those who attended only the traditional course in human genetics. The study comprised 169 students divided in two groups. The first group included 88 students who attended the combined course, and the second group participated in the traditional course. A knowledge test was given after the end of the courses and six months later.. The results of both groups were compared. Further on, the students in the combined course were divided in three categories according to the levels of online activities: weak, moderate and very active. The categories were compared with each other, and with the results of the students who attended the traditional course. The students who attended the combined course achieved considerably higher results on both tests compared to the students who attended the traditional course. The average number of points on both tests was statistically considerably higher in the group of very active students compared to those moderately active or weak and, of course, better than the students who attended the traditional course The results show that the online course was marked highly, showed higher knowledge retention and that the satisfaction with the combined course was exceptional.
AB  - Cilj ovog istraživanja bio je da se uporedi retencija znanja i zadovoljstvo kursom među studentima koji su pohađali kombinovanu nastavu (tradicionalan oblik i onlajn kurs) i onima koji su pohađali tradicionalni oblik nastave iz predmeta humana genetika. Studija je obuhvatila 169 studenata podeljenih u dve grupe. Prvu grupu je činilo 88 studenata koji su pohađali kombinovani kurs, a drugu grupu su činili studenti koji su pohađali tradicionalni kurs. Testiranje znanja je rađeno nakon završetka kursa i ponovo šest meseci kasnije. Rezultati testiranja su upoređeni između ove dve grupe. Takođe, studenti sa kombinovanog kursa su podeljeni u tri kategorije prema nivou aktivnosti na onlajn kursu: slabo aktivni, umereno aktivni i veoma aktivni. Kategorije su upoređene međusobno, kao i sa rezultatom studenata koji su pohađali tradicionalnu nastavu. Na oba testa su studenti koji su završili kombinovani kurs bili znatno bolji od studenata koji su pohađali tradicionalni oblik nastave. Prosečan broj poena na oba testa koje su postigli veoma aktivni studenti bio je statistički značajno veći u odnosu na umereno aktivne, slabo aktivne i studente koji su pohađali tradicionalnu nastavu. Rezultati ispitivanja procene studenata pokazuju da je onlajn kurs ocenjen visokim ocenama i da je zadovoljstvo kombinovanim oblikom nastave bilo izuzetno. Rezultati su pokazali veću efektivnost, tj. retenciju znanja kod studenata koji su pohađali kombinovani kurs.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - The level of knowledge retention and the attitude of students towards traditional and combined human genetics teaching
T1  - Nivo retencije znanja i stav studenata prema tradicionalnoj i kombinovanoj nastavi iz humane genetike
EP  - 449
IS  - 2
SP  - 439
VL  - 65
DO  - 10.5937/nasvas1602439p
ER  - 

@article{
author = "Petrušić, Igor and Radin, Sonja P. and Savković, Zorica and Bunjevački, Vera I. and Bajčetić, Miloš I.",
year = "2016",
abstract = "The aim of this research was to compare knowledge retention and course satisfaction among the students who attended a combined teaching course (traditional form and online course) and those who attended only the traditional course in human genetics. The study comprised 169 students divided in two groups. The first group included 88 students who attended the combined course, and the second group participated in the traditional course. A knowledge test was given after the end of the courses and six months later.. The results of both groups were compared. Further on, the students in the combined course were divided in three categories according to the levels of online activities: weak, moderate and very active. The categories were compared with each other, and with the results of the students who attended the traditional course. The students who attended the combined course achieved considerably higher results on both tests compared to the students who attended the traditional course. The average number of points on both tests was statistically considerably higher in the group of very active students compared to those moderately active or weak and, of course, better than the students who attended the traditional course The results show that the online course was marked highly, showed higher knowledge retention and that the satisfaction with the combined course was exceptional., Cilj ovog istraživanja bio je da se uporedi retencija znanja i zadovoljstvo kursom među studentima koji su pohađali kombinovanu nastavu (tradicionalan oblik i onlajn kurs) i onima koji su pohađali tradicionalni oblik nastave iz predmeta humana genetika. Studija je obuhvatila 169 studenata podeljenih u dve grupe. Prvu grupu je činilo 88 studenata koji su pohađali kombinovani kurs, a drugu grupu su činili studenti koji su pohađali tradicionalni kurs. Testiranje znanja je rađeno nakon završetka kursa i ponovo šest meseci kasnije. Rezultati testiranja su upoređeni između ove dve grupe. Takođe, studenti sa kombinovanog kursa su podeljeni u tri kategorije prema nivou aktivnosti na onlajn kursu: slabo aktivni, umereno aktivni i veoma aktivni. Kategorije su upoređene međusobno, kao i sa rezultatom studenata koji su pohađali tradicionalnu nastavu. Na oba testa su studenti koji su završili kombinovani kurs bili znatno bolji od studenata koji su pohađali tradicionalni oblik nastave. Prosečan broj poena na oba testa koje su postigli veoma aktivni studenti bio je statistički značajno veći u odnosu na umereno aktivne, slabo aktivne i studente koji su pohađali tradicionalnu nastavu. Rezultati ispitivanja procene studenata pokazuju da je onlajn kurs ocenjen visokim ocenama i da je zadovoljstvo kombinovanim oblikom nastave bilo izuzetno. Rezultati su pokazali veću efektivnost, tj. retenciju znanja kod studenata koji su pohađali kombinovani kurs.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "The level of knowledge retention and the attitude of students towards traditional and combined human genetics teaching, Nivo retencije znanja i stav studenata prema tradicionalnoj i kombinovanoj nastavi iz humane genetike",
pages = "449-439",
number = "2",
volume = "65",
doi = "10.5937/nasvas1602439p"
}

Petrušić, I., Radin, S. P., Savković, Z., Bunjevački, V. I.,& Bajčetić, M. I.. (2016). The level of knowledge retention and the attitude of students towards traditional and combined human genetics teaching. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 65(2), 439-449.
https://doi.org/10.5937/nasvas1602439p

Petrušić I, Radin SP, Savković Z, Bunjevački VI, Bajčetić MI. The level of knowledge retention and the attitude of students towards traditional and combined human genetics teaching. in Nastava i vaspitanje. 2016;65(2):439-449.
doi:10.5937/nasvas1602439p .

Petrušić, Igor, Radin, Sonja P., Savković, Zorica, Bunjevački, Vera I., Bajčetić, Miloš I., "The level of knowledge retention and the attitude of students towards traditional and combined human genetics teaching" in Nastava i vaspitanje, 65, no. 2 (2016):439-449,
https://doi.org/10.5937/nasvas1602439p . .