| Abstract | Za studente razdoblje pandemije bilo je stresno i nepredvidljivo, nagli prelazak iz klasičnog oblika
nastave u virtualni oblik studiranja zahtijevao je brzu prilagodbu, a interakcija „licem u lice” s
kolegama i profesorima preseljena je u virtualne učionice i na društvene mreže. Svrha ovog
diplomskog rada je izložiti teorijski okvir za razumijevanje virtualnih zajednica studenata, te
metodološki ispitati važnost društvenih mreža u održavanju interakcije u društvenoj grupi
studenata tijekom pandemije COVID-19. Glavni cilj ovog rada bio je ispitati i analizirati stavove
studenata sociologije o virtualnoj nastavi, analizirati razloge zadovoljstva/ nezadovoljstva
virtualnom nastavom, ustanoviti poteškoće s kojima su se studenti susreli prilikom pandemije
COVID-19 te analizirati virtualne zajednice studenata i ulogu društvenih mreža u održavanju
kohezije i interakcije unutar virtualnih zajednica studenata. Korištena je mješovita metodologija
utemeljena na eksplanatornom sekvencijalnom nacrtu, koji implicira prikupljanje podataka prvo
kvantitativnim, a potom kvalitativnim metodama. Za prikupljanje ispitanika korištena je tzv.
metoda „ virtualne snježne grude ̋, a za sudionike u kvalitativnoj fazi istraživanja korišten je
namjerni uzorak. Teorijski okvir ovog istraživanja čine teorija interaktivnih lanaca Randalla
Collinsa (2004,2020) i teorija Cooleya (1909) o primarnim i sekundarnim društvenim grupama.
Predmet ovog istraživanja bile su virtualne formalne i neformalne referentne studentske grupe.
Rezultati ovog istraživanja pokazali su da studenti imaju negativnije stavove prema virtualnom
studiranju u usporedbi s klasičnim oblikom studiranja. Kao prednosti virtualne nastave studenti su
naveli smanjenje gubitka vremena na putovanje, brzu prilagodbu na novonastalu situaciju,
nadilaženje problema prostorne udaljenosti te prevenciju zaraze i smanjenje opasnosti te straha
od zaraze koronavirusom. Prema studentima, glavni nedostatci sadašnjeg modula nastave su
nedostatak interakcije i rasprave, nedostatak neverbalne komunikacije, loša organiziranost, previše
programa i nepostojanje formalnog dogovora ili pravila o izvođenju nastave na razini studija,
neučinkovitost, demotivacija, a sudionici su istaknuli da je društvene znanosti kao što je
sociologija teško studirati online. Kao ključni nedostatak studenti su izdvojili nedostatak
interakcije i rasprave, te vidljivi nedostatak neverbalne komunikacije. Nije utvrđena statistički
značajna razlika u stavovima studenata s obzirom na spol, no utvrđeno je postojanje statistički
značajne razlike u stavovima o virtualnom studiranju s obzirom na razinu studija. Za vrijeme
virtualnog studiranja pokazalo se da društvene mreže imaju značajnu ulogu u životu studenata,
poraslo je korištenje društvenih mreža u odnosu na vrijeme prije pandemije. Utvrđeno je postojanje
formalnih i neformalnih referentnih virtualnih grupa studenata. Formalnom referentnom grupom
studenata smatrana je grupa s većim brojem članova, najčešće su to grupe s kolegama cijelog
studijskog smjera. Formalne referentne grupe mogu biti primarne i sekundarne, većinski su to
sekundarne grupe koje se temelje na zajedničkim interesima. U primarnim neformalnim virtualnim
grupama studenata, članovi su učestalo održavali prilagođenu interakciju „licem u lice“, preko
video poziva. |
| Abstract (english) | For students, the pandemic period was stressful and unpredictable, the sudden transition from the
classical form of teaching to the virtual form of study required rapid adaptation, and face-to-face
interaction with colleagues and professors was moved to virtual classrooms and social networks.
The purpose of this thesis is to present a theoretical framework for understanding the virtual
communities of students, and methodologically examine the importance of social networks in
maintaining interaction in a social group of students during the COVID-19 pandemic. The main
goal of this paper was to examine and analyze the attitudes of sociology students about virtual
teaching, analyze the reasons for satisfaction / dissatisfaction with virtual teaching, identify
difficulties encountered by students during the COVID-19 pandemic and analyze virtual student
communities and the role of social networks in maintaining cohesion and interactions within
virtual student communities. A mixed methodology based on explanatory sequential design was
used, which implies data collection first by quantitative and then by qualitative methods. A “virtual
snowball” method was used to collect the respondents, and a deliberate sample was used for the
participants in the qualitative phase of the research. The theoretical framework of this research
consists of Randall Collins' theory of interactive chains (2004,2020) and Cooley's (1909) theory
of primary and secondary social groups. The subject of this and the research were virtual formal
and informal reference groups of students’. The results of this research showed that students have
more negative attitudes towards virtual study compared to the classical form of study. As
advantages of virtual teaching, students mentioned the reduction of travel time, rapid adaptation
to the new situation, overcoming the problem of spatial distance and prevention of infection and
reduction of the danger and fear of coronavirus infection. According to students, the main
disadvantages of the current teaching module are lack of interaction and discussion, lack of
nonverbal communication, poor organization, too many programs and lack of formal agreement
or rules on teaching at the study level, inefficiency, demotivation. Participants pointed out that
social sciences are difficult to study online. As a key shortcoming, students singled out the lack of
interaction and discussion, and also the visible lack of nonverbal communication. No statistically
significant difference in students' attitudes towards gender was found, but there was a statistically
significant difference in attitudes towards virtual study regarding the level of study. During virtual
study it was shown that social networks play a significant role in the lives of students, the use of
social networks increased compared to the time before the pandemic. The existence of formal and
informal reference virtual groups of students was established. Formal reference groups can be
primary and secondary, but they are mostly secondary groups based on common interests. In
primary informal groups members maintained a customized face-to-face interaction, via video
calling. |
