Izkušnja študentov Naravoslovnotehniške fakultete Univerze v Ljubljani pri uporabi spletnih učilnic

The aim of the study was to determine the progress in the use of online classrooms, gather opinions on their functional use on computers or mobile devices, on user interface and its elements, work within online classrooms, and on the advantages and disadvantages of conducting examinations in online classrooms. The research involved students from various study programmes, including students of textile and clothing study programmes, and focused on analysing the use of Moodle online classrooms through the system’s built-in tools and student surveys. The results indicate that the number of users of online classrooms is increasing. Students access online classrooms via computers and, increasingly, via mobile devices. The overall appearance of online classrooms was assessed as appropriate on both computers and mobile devices, with some comments suggesting improvements in the personalisation of the dashboard and better visual organisation. Students were satisfied with the arrangement and accessibility of control elements on both types of devices and praised the typography used, while expressing less satisfaction with some of the icons representing certain functions. Remarks were also made regarding the unclear labelling of some functions or commands. The information displayed on both devices was considered visible, although its retrieval on mobile devices was perceived as time-consuming. Students reported becoming familiar with the online classroom quickly and appreciated their practicality. They were satisfied with the organisation of content by chapters. A smaller number of students uses the online classroom for exchanging opinions or group work, while they still prefer email communication for interaction with lecturers. Students praised the simplicity of submitting assignments via the online environment (esp. group assignments) and the opportunity to receive feedback from assessors. They did not encounter major difficulties when taking exams within the online classroom. They found the technical implementation straightforward, the information provided in the examination (quiz) environment useful, and the appearance of the exam interface pleasant. The findings of the study indicate the need for improvements primarily in the area of the user interface and in encouraging greater use of tools that enable direct communication among participants within online classrooms. It is also recommended that the faculty provide targeted professional training for academic and technical staff in the advanced functionalities of Moodle, promote the inclusion of interactive and collaborative learning activities, establish coherent pedagogical guidelines for online course design, systematically collect and apply user feedback, and encourage the use of digitally supported forms of teaching.