Iskanje po repozitoriju

Opis: This study examines the effectiveness of a virtual reality (VR) application as a learning tool in higher hospitality education, focusing on declarative knowledge acquisition and test-based learning outcomes. Conducted as a classroom-based pilot study, it involved a census of undergraduate students enrolled in a restaurant management course (N = 28) and compared VR-supported learning with traditional instruction using printed materials. Declarative knowledge acquisition was assessed using identical multiple-choice pre- and post-tests. Results showed that scores improved across all students. A statistically signifi- cant time × group interaction indicated that the two groups improved at different rates over time. Students who learned using printed materials demonstrated greater improvement than those who used the VR application. The findings suggest that, in its implementation, the VR application did not demonstrate superior test-based knowledge outcomes compared to traditional learning. One possible explanation lies in the type of knowledge assessed: the test focused on declarative and recognition-based knowledge, whereas VR may be more effective for procedural and experience-based learning. The limited interactivity of the early-stage VR application (VR HOTEL v0.9.4) may have also constrained its instructional potential. Overall, the results highlight the importance of aligning VR-based learning activities with learning objectives, instructional design, and assessment methods.
Ključne besede: classroom-based study, hospitality education, knowledge acquisition, learning outcomes, VR, virtual reality
Objavljeno v RUP: 17.07.2026; Ogledov: 206; Prenosov: 9
Celotno besedilo (3,66 MB)
Gradivo ima več datotek! Več...

Ključne besede: high-fidelity simulation, non-technical skills, nursing education, reflective learning, simulation-based learning
Objavljeno v RUP: 11.06.2026; Ogledov: 347; Prenosov: 14
Celotno besedilo (285,13 KB)
Gradivo ima več datotek! Več...

Opis: The development of reading literacy in the contemporary context, characterised by the predominance of digital technology, poses a significant pedagogical challenge. In the Slovenian higher education system, future preschool and primary school teachers are educated at the Faculty of Education, which enables developmental continuity in pedagogical approaches from kindergarten to primary school. This article reports the findings of a study involving prospective preschool and primary school teachers who participated in projects designed to cultivate digital literacy to enhance teaching efficacy through the use of digital technology. The study employed a qualitative approach. In the first phase, students reflected on their individual trajectories of reading literacy development. In the second phase, participants considered the advantages and disadvantages of developing reading literacy through digital technology, drawing on their personal experiences of learning to read and of using digital tools in pedagogical contexts.
Ključne besede: literacy, digital technology in education, preschool, primary school
Objavljeno v RUP: 15.05.2026; Ogledov: 419; Prenosov: 9
Celotno besedilo (940,90 KB)
Gradivo ima več datotek! Več...

Opis: This study examines whether tourism students’ self-reported time–money use patterns are related to their readiness to collaborate on idea development, and whether sustain- ability emerges spontaneously in their tourism innovation ideas. Using an anonymised dataset of open-ended questionnaire responses from Slovenian higher education tourism students (N = 597; 2019–2025), we applied deterministic rule-based coding to classify the presence of actionable ideas and sustainability framing, as well as collaboration readiness and conditions. Actionable ideas were common (53.4%), but sustainability framing was uncommon (7.5%). Most respondents were unconditionally willing to collaborate (69.3%), while 30.7% expressed conditional willingness or unwillingness. Time–money behavioural segments were significantly associated with collaboration reservations, whereas segment differences in ideation and sustainability framing were not significant. Among students expressing reservations, topic match and perceived team quality were the most frequently stated conditions. These findings indicate that sustainability-oriented tourism education should support both sustainability integration and low-risk collaboration through clear project briefs, topic-based matching, and team-process supports. The conclusions should be interpreted with reasonable caution as they are context-specific evidence based on self- reported, rule-coded responses, particularly for sustainability framing, where positive cases were rare. In this context, segmentation should be regarded as a diagnostic tool for course design rather than as a basis for labelling students.
Ključne besede: tourism education, sustainability, collaboration readiness, behavioural segmentation, time–money trade-offs, project-based learning, open-ended survey, clustering
Objavljeno v RUP: 04.05.2026; Ogledov: 406; Prenosov: 21
Celotno besedilo (470,73 KB)
Gradivo ima več datotek! Več...

Opis: In the context of increasingly digitised education, understanding the lawful use of copyrighted material has become essential for academic staff. This study examines university teachers’ awareness of copyright law and its practical application in teaching, particularly in online and distance learning environments. A quantitative survey was conducted among higher education teachers and faculty assistants at a selected Slovenian university using a structured questionnaire. The findings indicate that, although participants generally recognise the importance of copyright law, their practical knowledge—especially in scenario-based teaching situations—varies considerably. More experienced staff reported higher levels of understanding and greater caution in the use of copyrighted material, whereas less experienced staff more frequently reported practices that may fall outside compliant use. Respondents also expressed strong interest in copyright training, yet only a small proportion reported having access to training opportunities within the institution. The study is embedded in the broader legal framework of EU copyright law, in particular Directive (EU) 2019/790, which introduced mandatory exceptions for digital and cross-border teaching. This directive was transposed into Slovenian legislation in 2022. The results underscore the importance of strengthening legal literacy and institutional support mechanisms to facilitate copyright-compliant teaching in digital learning environments.
Ključne besede: copyright awareness, higher education, teaching materials, copyright law, academic staff training, digital education
Objavljeno v RUP: 07.04.2026; Ogledov: 567; Prenosov: 15
Celotno besedilo (424,80 KB)
Gradivo ima več datotek! Več...