Kształcenie literackie na platformie Navoica jako reprezentacji uniwersytetów trzeciej generacji (studium przypadku)
Literary Education on the Navoica Platform as the Representation of the Third Generation Universities (Case Study)

Summary/Abstract: RESEARCH OBJECTIVE: The aim of the study was to understand the cause of difficulties in literary education within the MOOC platform as a representation of the Third Generation Universities. THE RESEARCH PROBLEM AND METHODS: Problem: what caused the difficulties encountered by the author of the MOOC literary course. Methods: participant observation, instrumental case study, interviews, analysis of existing documents. THE PROCESS OF ARGUMENTATION: The introduction presents evolution of the university institution, the Navoica platform, and the MOOC course. Then, the difficulties encountered while implementing this course on the platform are discussed. They were related to the excessive division of content into units, too free arrangement of an open discussion forum, administrative blocking of sharing PowerPoint presentations, hindering the insertion of hyperlinks, unification of tests, overrepresentation of films and standardization of the form of the course. Next, the proposals for adapting the Navoica platform to the implementation of literary courses are presented at the end of article. RESEARCH RESULTS: The Navoica platform as a representation of the Third Generation Universities made difficulties in setting the literary course. However, it is worth completing the platform with functionalities that facilitate the design of humanities courses. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The Navoica platform can be adapted to the needs of the didactics of literary studies. It is worth establishing closer cooperation between the administrators of the Navoica platform and representatives of various scientific disciplines, especially literary studies, as well as with universities, schools, scientific and educational institutions in order to recommend high‑quality humanities classes, support the development of e‑learning and appreciate the work of the authors of the courses.

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