Analysis of a survey on the possibilities of implementing distance learning at the Vocational college of the Kranj School Centre

Abstract

Zaključno delo obravnava možnosti in izzive izvedbe študija na daljavo v višjem strokovnem izobraževanju, s poudarkom na programu informatika na Višji strokovni šoli Šolskega centra Kranj. Glavni cilj raziskave je bil ugotoviti, v kolikšni meri so študenti in predavatelji pripravljeni na izvajanje študija na daljavo, kakšna so njihova stališča ter katere pogoje in ovire zaznavajo pri tem procesu. Uporabljena je bila metoda kvantitativne raziskave z anketnima vprašalnikoma, namenjenima študentom in predavateljem. Zbrani podatki so bili analizirani s pomočjo deskriptivne statistike in primerjalne interpretacije. Glavne ugotovitve raziskave kažejo visoko pripravljenost obeh skupin za vključitev v spletno izobraževanje, visoko oceno izkušenj in podporo za uvedbo hibridnega modela. Raziskava je razkrila tudi ključne izzive, kot so slabša interakcija, tehnična podpora ter omejena izvedljivost praktičnih vsebin. Na podlagi SWOT analize so bila oblikovana priporočila za izboljšanje organizacije, didaktike, tehnične podpore in pravnih okvirov. Zaključno delo prispeva k razumevanju digitalne preobrazbe izobraževanja ter podaja konkretne možnosti za nadaljnji razvoj študija na daljavo v višješolskem okolju.The thesis explores the possibilities and challenges of implementing distance learning in higher vocational education, focusing on the Informatics programme at the Higher Vocational College SC Kranj. The main goal of the research was to assess the readiness and attitudes of students and lecturers towards distance learning, as well as to identify the key conditions and obstacles affecting this implementation. A quantitative research method was used, including surveys for both students and lecturers. Collected data were analyzed through descriptive statistics and comparative interpretation. The main findings show high readiness and support for hybrid models and overall positive experiences with distance learning. The research also highlights major challenges, such as limited interaction, technical support, and difficulties with practical coursework. A SWOT analysis was conducted and followed by practical recommendations regarding organization, didactics, technical infrastructure, and legal frameworks. This thesis contributes to understanding the digital transformation of education and offers concrete development proposals for distance learning in higher vocational education